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12th Grade Media Arts - Weekly Lesson Plans (Weeks 1-36, including Capstone Project)

Week 1: Launching into 12th Grade Media Arts: A Capstone Year

Standard: 12.MA:Cn11.b (Connecting), 12.MA:Cn12.a (Connecting)

  • Essential Question: How can we leverage our cumulative Media Arts knowledge and skills to create impactful and innovative capstone projects that showcase our mastery and creative vision?
  • Concepts: Capstone project, reflection on prior learning, goal setting, creative exploration, CompetesEDU platform
  • Materials: Examples of successful capstone projects, presentation tools, internet access for CompetesEDU
  • Vocabulary: Capstone
  • Learning Goals:
    • Students will reflect on their Media Arts journey and set ambitious goals for 12th grade.
    • Students will be introduced to the 12th-grade curriculum, including the capstone project options and expectations.
  • Learning Objectives:
    • Identify key skills, knowledge, and creative growth achieved in previous years
    • Articulate their areas of interest and aspirations for their final year in Media Arts
    • Understand the significance of the capstone project and explore various project options
    • Become familiar with the 12th-grade curriculum and expectations
  • Learning Outcomes:
    • Students will create a “Media Arts Capstone Vision” presentation or document, outlining their goals, aspirations, and potential project ideas for the year
    • Students will actively participate in class discussions about the 12th-grade curriculum and capstone project options
  • Discussion: Facilitate a class discussion about their Media Arts journey thus far, emphasizing growth, challenges, and areas for further exploration. Encourage students to share their expectations and aspirations for their capstone year
  • Demonstration: Showcase examples of successful capstone projects from previous years or other inspiring media works to spark ideas and set the tone for the year. Review how to navigate and use the CompetesEDU platform, highlighting any new features or functionalities
  • Doing (Guided Practice): Guide students in brainstorming potential capstone project ideas, considering their interests, skills, and the impact they want to create. Help them identify potential resources, technologies, and collaborative opportunities
  • Doing (Independent Practice): Students create their “Media Arts Capstone Vision” presentation or document, outlining their goals, aspirations, and potential project ideas for the year
  • Reflection: Students write a reflective journal entry about their Media Arts journey and their vision for their capstone project
  • Connection: Students share their “Media Arts Capstone Vision” on CompetesEDU, inviting comments and feedback from their peers

LISTS OF WEEKS

Week 2: Capstone Project Brainstorming & Proposal Development

Standard: 12.MA:Cr2.a (Creating), 12.MA:Pr6.a (Producing)

  • Essential Question: What impactful and innovative media arts project can I create to showcase my mastery of skills, passion, and creative vision?
  • Concepts: Capstone project, project ideation, research, proposal development, goal setting, audience identification, technical requirements.
  • Materials: Brainstorming tools (whiteboards, sticky notes), project proposal templates, online research resources, media creation tools (as needed for concept visualization)
  • Vocabulary: Proposal
  • Learning Goals: Students will explore potential capstone project ideas, conduct in-depth research, and develop detailed project proposals.
  • Learning Objectives:
    • Brainstorm a variety of capstone project ideas that align with their interests, skills, and learning goals
    • Conduct research on potential topics, exploring feasibility, resources, and potential impact
    • Develop detailed project proposals, outlining their concept, goals, target audience, technical requirements, and timeline
  • Learning Outcomes:
    • Students will create and submit a comprehensive capstone project proposal to the teacher for feedback and approval
  • Discussion: Discuss the significance of the capstone project and its role in showcasing their cumulative learning and creative potential. Review the project requirements and expectations, emphasizing the importance of choosing a project that is both challenging and personally meaningful.
  • Demonstration: Showcase examples of successful capstone projects from previous years, highlighting the variety of media forms and creative approaches students can take. Demonstrate how to conduct effective research and develop a well-structured project proposal
  • Doing (Guided Practice): Guide students in brainstorming and refining their capstone project ideas. Help them identify potential challenges and resources, and encourage them to think critically about their project’s purpose and impact
  • Doing (Independent Practice): Students conduct further research on their chosen topics and develop detailed project proposals, outlining their concept, goals, target audience, technical requirements, timeline, and potential challenges
  • Reflection: Students reflect on their project ideas and the proposal development process, ensuring their projects align with their passions and learning goals
  • Connection: Students share their project proposals on CompetesEDU, seeking feedback and suggestions from their peers and the teacher

Week 3: Mastering Advanced Video Production Techniques

Standard: 12.MA:Pr4.m (Producing), 12.MA:Re9.a (Responding)

  • Essential Question: How can I push the boundaries of video production by mastering advanced editing, cinematography, and post-production techniques?
  • Concepts: Advanced video editing, cinematography, post-production workflows, color grading, visual effects, motion graphics, sound design.
  • Materials: Professional video editing software (e.g., Adobe Premiere Pro, Final Cut Pro, DaVinci Resolve), cameras, lighting equipment, tripods, green screen (optional), audio recording equipment, examples of professional video productions.
  • Vocabulary: Cinematography
  • Learning Goals: Students will refine and expand their video production skills to a professional level.
  • Learning Objectives:
    • Explore advanced editing techniques, such as multi-camera editing, green screen compositing, and color grading
    • Learn about professional cinematography techniques, including camera movement, lighting, and shot composition
    • Delve into advanced post-production workflows, including sound design, visual effects, and motion graphics integration
  • Learning Outcomes:
    • Students will demonstrate their mastery by creating a short video project that showcases advanced video production techniques and submit it to CompetesEDU for critique and feedback
  • Discussion: Discuss the evolution of video production techniques and the impact of technology on filmmaking. Analyze examples of professional video productions, highlighting the use of advanced editing, cinematography, and post-production techniques.
  • Demonstration: Showcase advanced editing techniques using professional video editing software. Demonstrate color grading, green screen compositing, multi-camera editing, and the integration of motion graphics and visual effects.
  • Doing (Guided Practice): Provide students with raw footage and guide them through applying advanced editing and post-production techniques. Offer feedback and support as they experiment with different effects and adjustments
  • Doing (Independent Practice): Students plan and create a short video project that incorporates advanced video production techniques. They can choose to focus on narrative storytelling, experimental filmmaking, or a combination of both
  • Reflection: Students reflect on their use of advanced techniques and how they contribute to the overall quality and impact of their video projects.
  • Connection: Students submit their videos to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s work, focusing on technical proficiency, creative execution, and storytelling effectiveness

Week 4: Audio Engineering & Sound Design for Media

Standard: 12.MA:Pr4.l (Producing), 12.MA:Cn10.b (Connecting)

  • Essential Question: How can we leverage advanced audio engineering and sound design techniques to create immersive and impactful soundscapes for various media projects?
  • Concepts: Advanced audio production, sound engineering, recording studio setups, microphone techniques, multi-track recording, mixing, mastering, audio post-production, sound design, Foley
  • Materials: Examples of professional audio productions, audio recording equipment (microphones, audio interfaces, headphones), audio editing software (e.g., Logic Pro, Pro Tools, Audacity), access to sound libraries or online resources
  • Vocabulary: Sound Engineering
  • Learning Goals: Students will deepen their understanding of audio production and its role in enhancing media experiences
  • Learning Objectives:
    • Learn about advanced audio recording, mixing, and mastering techniques
    • Explore sound design principles and the creative use of sound effects and Foley
    • Collaborate with music or theater students (if possible) to create a multi-faceted audio project
  • Learning Outcomes:
    • Students will produce and submit a professional-quality audio project (soundtrack, podcast, sound effects library) to CompetesEDU
  • Discussion: Introduce students to the world of professional audio production and sound engineering. Discuss the roles of different audio professionals (e.g., sound engineers, Foley artists, music producers) and the equipment they use. Analyze examples of professional audio productions, highlighting the quality of the sound and its impact on the overall experience
  • Demonstration: If possible, arrange a visit to a recording studio or demonstrate a studio setup in the classroom. Explain the use of different microphones, audio interfaces, and recording software. Showcase advanced mixing and mastering techniques
  • Doing (Guided Practice): Guide students in setting up microphones and recording audio in different environments. Introduce them to multi-track recording and advanced mixing techniques using audio editing software.
  • Doing (Independent Practice): Students choose an audio project (soundtrack, podcast, sound effects library) and apply advanced audio production techniques to create a professional-quality final product. Encourage them to experiment with different recording and editing techniques to achieve their desired sound
  • Reflection: Students reflect on their audio production experience and the challenges and rewards of creating high-quality audio
  • Connection: Students submit their final audio projects to CompetesEDU for peer feedback and critique. Encourage them to analyze each other’s work, focusing on sound quality, clarity, and overall production value.

Week 5: Interactive Design & Emerging Technologies

Standard: 12.MA:Cr3.j (Creating), 12.MA:Cn9.e (Connecting)

  • Essential Question: How can we leverage emerging technologies and interactive design principles to create innovative and engaging media experiences?
  • Concepts: Interactive design, emerging technologies (VR, AR, AI, interactive installations), user experience (UX), user interface (UI), prototyping
  • Materials: Examples of interactive media projects, VR/AR headsets or apps (if available), interactive design software or platforms, prototyping tools, online resources on emerging technologies.
  • Vocabulary: Interactive Design
  • Learning Goals: Students will explore the possibilities of interactive design and emerging technologies in media arts.
  • Learning Objectives:
    • Learn about various interactive design principles, such as user experience (UX), user interface (UI), and gamification
    • Research and experiment with emerging technologies like virtual reality (VR), augmented reality (AR), and artificial intelligence (AI) in media arts applications
    • Develop a concept for an interactive media project incorporating at least one emerging technology
  • Learning Outcomes:
    • Students will create a concept proposal or prototype for an interactive media project and present it to the class, highlighting the integration of emerging technologies.
  • Discussion: Introduce the concept of interactive design and its role in creating engaging and user-friendly media experiences. Discuss the potential of emerging technologies like VR, AR, and AI to transform the way we interact with media. Showcase examples of interactive media projects that utilize these technologies
  • Demonstration: If possible, provide hands-on demonstrations or experiences with VR/AR headsets, AI-powered creative tools, or other relevant technologies. Show how these technologies can be used for storytelling, artistic expression, or interactive experiences
  • Doing (Guided Practice): Guide students in brainstorming ideas for interactive media projects that incorporate at least one emerging technology. Help them consider the user experience, interface design, and potential impact of their projects.
  • Doing (Independent Practice): Students research and explore the chosen emerging technology in more depth. They develop a concept proposal or create a prototype for their interactive media project, showcasing how the technology enhances the user experience and storytelling
  • Reflection: Students reflect on the potential of emerging technologies to shape the future of media arts and their own creative practice. Encourage them to consider the ethical implications and societal impact of these technologies.
  • Connection: Students share their concept proposals or prototypes on CompetesEDU, inviting feedback and discussion on their ideas and the use of emerging technologies

Week 6: Media & Social Justice: Creating Impactful Narratives

Standard: 12.MA:Cr2.h (Creating), 12.MA:Cn11.a (Connecting)

  • Essential Question: How can we use the power of media arts to amplify marginalized voices, challenge injustice, and inspire positive social change?
  • Concepts: Media activism, social justice, storytelling for change, persuasive communication, media campaigns, social impact.
  • Materials: Examples of media projects that address social justice issues, research resources on social issues, media creation tools and platforms
  • Vocabulary: Advocacy
  • Learning Goals: Students will explore the intersection of media arts and social justice, using their creative skills to address important issues
  • Learning Objectives:
    • Analyze examples of media projects that have effectively addressed social justice issues
    • Identify key strategies for creating impactful narratives that promote awareness and inspire action
    • Develop a concept for a media project that addresses a social justice issue they are passionate about
  • Learning Outcomes:
    • Students will create a detailed project proposal for a media project focused on social justice, outlining their message, target audience, and media approach. They will submit this proposal to CompetesEDU
  • Discussion: Initiate a discussion about the role of media in shaping public opinion and inspiring social change. Showcase examples of media projects that have effectively addressed social justice issues and discuss their impact. Encourage students to share their thoughts on social issues they are passionate about
  • Demonstration: Demonstrate how storytelling, visual communication, and sound design can be used to create impactful messages that promote awareness and inspire action. Show examples of successful media activism campaigns and analyze their strategies
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that can address a social justice issue or cause they are passionate about. Help them consider different media formats and approaches for their projects
  • Doing (Independent Practice): Students develop a proposal for their social impact project, outlining their goals, target audience, messaging, and media approach. Encourage them to think creatively and consider how they can use their media arts skills to make a difference
  • Reflection: Students reflect on the potential impact of their projects and the responsibility of media creators to use their platforms for good
  • Connection: Students share their project proposals on CompetesEDU and engage in discussions about the power of media arts to create positive social change
Detail Event

Week 7-30: Capstone Project Development & Refinement

Standards: 12.MA:Cr4 (Creating), 12.MA:Pr6 (Producing), 12.MA:Re8 (Responding), 12.MA:Cn12 (Connecting)

    • Essential Question: How can I create a significant and impactful media arts project that showcases my mastery of skills, knowledge, and creative vision?

    Learning Goals:

    • Students will work independently or in teams to develop, refine, and complete their capstone media arts projects.
    • Students will receive ongoing feedback and support from the teacher and peers.
    • Students will reflect on their creative process, challenges, and growth.
    • Students will prepare their projects for presentation and showcase.

    Learning Objectives:

    • Students will utilize various media arts techniques and technologies to create their capstone projects.
    • Students will demonstrate their understanding of storytelling, visual design, audio production, and other relevant skills at an advanced level.
    • Students will effectively communicate their ideas and messages through their projects.
    • Students will actively participate in peer feedback and critique sessions.
    • Students will reflect on their learning journey and growth as media artists throughout their high school experience.

    Activities (Varying each week based on project needs and progress):

    • Project Development: Students work independently or in teams to develop their final projects, utilizing their chosen media forms and technologies.
    • Research & Experimentation: Students conduct in-depth research, experiment with different techniques, and explore creative approaches to their projects.
    • Technical Skill Refinement: Students continue to hone their technical skills in areas relevant to their projects, seeking guidance and support as needed.
    • Collaboration & Communication: For team projects, students collaborate effectively, communicate clearly, and manage their project timelines.
    • Ongoing Feedback & Critique: Students participate in regular peer feedback sessions and receive guidance from the teacher throughout the project development process.
    • Documentation & Reflection: Students document their creative process, challenges, and solutions, reflecting on their learning and growth.

     

     

     

    CompetesEDU Integration:

    • Project Showcase: Students will create a dedicated space on CompetesEDU to showcase their capstone projects, documenting their progress and sharing updates.
    • Feedback & Mentorship: Students will actively seek feedback from peers and potentially connect with industry professionals or alumni for mentorship and guidance through the platform.
    • Community Engagement: Students will engage with the broader CompetesEDU community, sharing their work, participating in discussions, and supporting their peers.
Detail Event

Week 8: The Future of Media: Speculative Design & Emerging Trends

Standard: 12.MA:Cn9.e (Connecting), 12.MA:Cn10.d (Connecting)

  • Essential Question: How can we use speculative design and critical thinking to envision and shape the future of media arts and technology?
  • Concepts: Speculative design, emerging trends, future of media, technological innovation, critical thinking, creative problem-solving
  • Materials: Examples of speculative design projects, online resources on emerging trends in media and technology, presentation or video editing software, prototyping tools (optional)
  • Vocabulary: Speculative Design
  • Learning Goals: Students will explore speculative design and emerging trends in media and technology
  • Learning Objectives:
    • Students will learn about speculative design and its role in envisioning potential futures
    • Students will research and analyze emerging trends in media and technology
    • Students will create speculative design prototypes or concepts that explore potential future scenarios
  • Learning Outcomes:
    • Students will create a speculative design prototype or concept that explores a potential future scenario related to media arts and technology and submit it to CompetesEDU
  • Discussion: Introduce the concept of speculative design and its role in envisioning and critiquing potential futures. Discuss examples of speculative design projects that explore the impact of emerging technologies on society and culture.
  • Demonstration: Showcase examples of speculative design prototypes or concept videos, highlighting their creative and thought-provoking approaches to exploring future possibilities
  • Doing (Guided Practice): Guide students in brainstorming potential future scenarios related to media arts and technology. Help them identify emerging trends and consider their potential implications.
  • Doing (Independent Practice): Students develop their own speculative design projects, creating prototypes, concept videos, or written narratives that explore a potential future scenario. Encourage them to think critically and creatively about the impact of technology on media arts and society.
  • Reflection: Students reflect on their speculative design experience and the insights they gained into potential futures.
  • Connection: Students share their speculative design projects on CompetesEDU and engage in discussions about the future of media arts and technology.
Detail Event

Week 9: Media Arts & Activism: Designing for Social Impact

Standard: 12.MA:Cr2.h (Creating), 12.MA:Pr5.h (Producing)

  • Essential Question: How can we use design thinking and media production skills to create impactful campaigns and projects that promote social change?
  • Concepts: Design thinking, media activism, social impact, persuasive communication, campaign design, storytelling for change.
  • Materials: Examples of successful social impact campaigns using media arts, design thinking worksheets or templates, media creation tools and platforms
  • Vocabulary: Activism
  • Learning Goals: Students will learn how to apply design thinking principles to media activism and create projects that drive social impact.
  • Learning Objectives:
    • Explore the concept of design thinking and its stages (empathize, define, ideate, prototype, test).
    • Analyze successful social impact campaigns and identify their design elements and strategies
    • Design a media project or campaign prototype that addresses a social issue they care about
  • Learning Outcomes:
    • Students will create and present a design prototype or campaign plan for a social impact media project, submitting it to CompetesEDU
  • Discussion: Introduce the concept of design thinking and how it can be applied to create solutions for social issues. Discuss the role of media arts in activism and advocacy. Showcase examples of successful social impact campaigns that utilized media arts effectively, analyzing their design choices and strategies
  • Demonstration: Demonstrate how to apply design thinking principles to a social issue, brainstorming ideas, creating prototypes, and gathering feedback
  • Doing (Guided Practice): Guide students in choosing a social issue and applying the design thinking process to develop potential media solutions
  • Doing (Independent Practice): Students work individually or in teams to design a media project or campaign prototype that addresses their chosen social issue. Encourage them to incorporate storytelling, visual communication, and persuasive techniques
  • Reflection: Students reflect on their design thinking process and the potential impact of their projects.
  • Connection: Students share their prototypes or campaign plans on CompetesEDU, inviting feedback and discussion on their design choices and potential impact
Detail Event

Week 10: The Art of Adaptation: Translating Stories Across Media

Standard: 12.MA:Cr2.g (Creating), 12.MA:Pr5.i (Producing)

  • Essential Question: How can we adapt stories and narratives across different media formats while preserving their essence and impact?
  • Concepts: Adaptation, storytelling, literary analysis, multimedia, creative interpretation, different media formats
  • Materials: Short stories or scenes from books or films, scriptwriting or storyboarding tools, media creation tools (video, audio, animation, etc.)
  • Vocabulary: Adaptation
  • Learning Goals: Students will explore the art of adaptation and its creative possibilities
  • Learning Objectives:
    • Learn about successful adaptations of stories from one medium to another (e.g., books to films, plays to video games)
    • Analyze the challenges and creative choices involved in adapting stories across media
    • Adapt a short story or scene to a different media format
  • Learning Outcomes:
    • Students will create an adaptation of a short story or scene in a different media format and submit it to CompetesEDU
  • Discussion: Discuss the concept of adaptation and its prevalence in the media arts industry. Showcase examples of successful adaptations, highlighting the creative choices made and the challenges overcome in translating a story from one medium to another
  • Demonstration: Demonstrate how to analyze a story or scene and identify its key elements, themes, and characters. Showcase examples of different adaptation approaches, such as changing the setting, time period, or narrative perspective
  • Doing (Guided Practice): Provide students with a short story or scene and guide them in brainstorming ideas for its adaptation to a different media format. Discuss potential challenges and creative opportunities
  • Doing (Independent Practice): Students select a short story or scene and adapt it to a different media format (e.g., screenplay, comic strip, animation, interactive experience). Encourage them to make deliberate choices about how to translate the story’s essence, characters, and themes into the new medium.
  • Reflection: Students reflect on their adaptation process and the creative decisions they made. Discuss the importance of understanding different media languages and storytelling conventions
  • Connection: Students share their adaptations on CompetesEDU, inviting feedback and discussion on their creative choices and effectiveness in translating the story
Detail Event

Week 11: The Power of Sound: Creating Music & Soundscapes for Media

Standard: 12.MA:Cr3.c (Creating), 12.MA:Pr4.l (Producing)

  • Essential Question: How can we compose and produce original music and soundscapes that enhance the emotional impact and storytelling of our media projects?
  • Concepts: Music composition, sound design, digital audio workstations (DAWs), music theory, arrangement, Foley, sound effects, emotional impact
  • Materials: Digital audio workstations (DAWs) or online music production tools, headphones, MIDI keyboards (optional), examples of media with impactful soundtracks, audio recording equipment, Foley props
  • Vocabulary: Soundscape
  • Learning Goals: Students will explore music composition and sound design for media, experimenting with different tools and techniques.
  • Learning Objectives:
    • Learn about music theory, composition, and arrangement techniques
    • Experiment with creating music and soundscapes using digital audio workstations (DAWs) or other music production tools
    • Compose original music or design sound effects for a specific media project (e.g., short film, animation, video game)
  • Learning Outcomes:
    • Students will demonstrate their understanding by creating and submitting an original music composition or soundscape to CompetesEDU
  • Discussion: Discuss the role of music and sound in storytelling and media experiences. Analyze examples of media with impactful soundtracks and sound design, highlighting their emotional impact and contribution to the narrative. Discuss different music genres and their characteristics, as well as the use of sound effects and Foley to create realistic and immersive soundscapes.
  • Demonstration: Demonstrate how to use a digital audio workstation (DAW) or online music production tool to create melodies, rhythms, and harmonies. Showcase examples of sound design and Foley techniques, demonstrating how to create and record sound effects using various objects and techniques
  • Doing (Guided Practice): Guide students in creating a simple melody or rhythm using a DAW or online tool. Also, guide them in creating Foley sound effects for a short video clip, providing feedback and suggestions
  • Doing (Independent Practice): Students choose to either compose a short musical piece or design a soundscape for a specific media project (e.g., short film, animation, video game). Encourage them to experiment with different instruments, sounds, and effects to create the desired mood and atmosphere
  • Reflection: Students reflect on their music composition or sound design process, analyzing how their choices contribute to the overall emotional impact and storytelling of their media project
  • Connection: Students submit their original music compositions or soundscapes to CompetesEDU for peer feedback and appreciation
Detail Event

Week 12: Media Analysis & Criticism

Standard: 12.MA:Re7.a (Responding), 12.MA:Cn11.a (Connecting)

  • Essential Question: How can we critically analyze and evaluate media, understanding its impact on individuals and society?
  • Concepts: Media analysis, media criticism, media literacy, bias, representation, persuasive techniques, social impact.
  • Materials: Examples of media (films, TV shows, news articles, advertisements, social media), media analysis worksheets or graphic organizers.
  • Vocabulary: Media criticism
  • Learning Goals: Students will develop critical thinking skills to analyze and evaluate media messages and their impact on society.
  • Learning Objectives:
    • Students will learn about different approaches to media analysis and criticism.
    • Students will analyze media examples, considering their purpose, audience, techniques, and potential biases.
    • Students will discuss the ethical and social implications of media messages
  • Learning Outcomes:
    • Students will demonstrate their understanding by writing a media critique essay or creating a media analysis presentation and submitting it to CompetesEDU
  • Discussion: Facilitate a discussion about the role of media criticism in understanding and evaluating media messages. Introduce various approaches to media analysis and criticism, such as semiotic analysis, ideological criticism, and audience reception theory. Discuss the importance of critically evaluating media messages and understanding their potential impact
  • Demonstration: Showcase examples of media critiques and analyses, highlighting different approaches and perspectives. Demonstrate how to deconstruct a media message and identify its underlying messages and techniques
  • Doing (Guided Practice): Guide students in analyzing a media example together, using a media analysis framework or set of questions
  • Doing (Independent Practice): Students choose a media example (film, TV show, advertisement, news article) and write a critique essay or create a presentation analyzing its messages, techniques, and potential impact
  • Reflection: Students reflect on their media analysis experience and the importance of critical thinking in media consumption.
  • Connection: Students share their media critiques or presentations on CompetesEDU and engage in discussions about the role of media in shaping our understanding of the world
Detail Event

Week 13: History of Media Arts & its Cultural Impact

Standard: 12.MA:Re7.b (Responding), 12.MA:Cn10.a (Connecting)

  • Essential Question: How has media arts evolved over time, and what impact has it had on culture, society, and individual expression?
  • Concepts: History of media arts, cultural impact, technological advancements, artistic movements, social change
  • Materials: Timeline of media arts history, examples of media arts from different periods, online resources for research
  • Vocabulary: Evolution
  • Learning Goals: Students will explore the rich history of media arts and its influence on the world
  • Learning Objectives:
    • Learn about key milestones and influential figures in the history of media arts
    • Analyze how media arts have shaped cultural movements, social attitudes, and artistic expression throughout history
    • Reflect on the impact of media arts on their own lives and the world around them.
  • Learning Outcomes:
    • Students will create a timeline or presentation highlighting key moments in media arts history and their cultural impact, submitting it to CompetesEDU
  • Discussion: Introduce the concept of media arts history and its connection to technological advancements and cultural shifts. Discuss how media arts have evolved over time, from early photography and film to modern digital media.
  • Demonstration: Present a timeline of media arts history, highlighting key inventions, artistic movements, and influential figures. Showcase examples of media arts from different periods, illustrating their stylistic and technological evolution.
  • Doing (Guided Practice): Guide students in researching and analyzing a specific period or movement in media arts history, focusing on its cultural and artistic impact.
  • Doing (Independent Practice): Students create a timeline or presentation that highlights key moments in media arts history and their cultural impact. Encourage them to include visuals, examples of media artworks, and their own analysis and reflections.
  • Reflection: Students reflect on how media arts have shaped their own lives and the world around them. Discuss the ongoing evolution of media arts and its potential for future impact
  • Connection: Students share their timelines or presentations on CompetesEDU and engage in discussions about the historical and cultural significance of media arts.
Detail Event

Week 14: Exploring Emerging Technologies in Media Arts

Standard: 12.MA:Cn9.e (Connecting), 12.MA:Cn10.d (Connecting)

  • Essential Question: What are the latest trends and emerging technologies in media arts, and how can we use them to create innovative and impactful experiences?
  • Concepts: Emerging technologies (VR, AR, MR, AI, 3D printing), innovation, future of media arts, creative applications.
  • Materials: Examples of media projects using emerging technologies, online research resources, presentation or video editing software.
  • Vocabulary: Emerging Technologies
  • Learning Goals: Students will explore cutting-edge technologies and their potential applications in media arts.
  • Learning Objectives:
    • Learn about emerging technologies like virtual reality (VR), augmented reality (AR), mixed reality (MR), artificial intelligence (AI), and 3D printing.
    • Research and analyze how these technologies are being used in media arts and other fields.
    • Brainstorm creative ways to incorporate these technologies into their own media projects
  • Learning Outcomes:
    • Students will create a presentation or concept video showcasing the potential of an emerging technology in media arts and submit it to CompetesEDU
  • Discussion: Introduce various emerging technologies and discuss their potential impact on the future of media arts. Showcase examples of media projects that utilize these technologies, highlighting their innovative and creative applications
  • Demonstration: If possible, provide hands-on demonstrations or experiences with VR/AR headsets, 3D printers, or other relevant technologies. Show how these technologies can be used for storytelling, artistic expression, or interactive experiences
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that incorporate emerging technologies. Encourage them to think creatively and consider the potential impact of these technologies on their chosen field
  • Doing (Independent Practice): Students research and select an emerging technology that interests them. They create a presentation or concept video showcasing the potential of this technology in media arts, highlighting its applications, benefits, and challenges.
  • Reflection: Students reflect on the potential of emerging technologies to transform media arts and their own creative practice. Encourage them to consider the ethical implications and societal impact of these technologies
  • Connection: Students share their presentations or concept videos on CompetesEDU and engage in discussions about the future of media arts and the possibilities of innovation and experimentation
Detail Event

Week 15: Collaborative Media Production

Standard: 12.MA:Cn12.a (Connecting), 12.MA:Pr6.d (Producing)

  • Essential Question: How can we leverage our individual strengths and collaborate effectively in a team to produce a high-quality, professional-level media project?
  • Concepts: Collaboration, teamwork, communication, project management, roles and responsibilities, media production workflows, leadership.
  • Materials: Project planning tools (e.g., Trello, Asana), communication platforms (e.g., Slack, Google Meet), media production equipment and software (cameras, audio recorders, editing software), examples of collaborative media projects.
  • Vocabulary: Collaboration
  • Learning Goals: Students will develop advanced teamwork and collaboration skills, simulating real-world media production environments
  • Learning Objectives:
    • Understand the dynamics of collaborative media production and the importance of clear communication and effective teamwork
    • Take on leadership roles and responsibilities within a team, delegating tasks and managing project timelines
    • Utilize project management tools and communication platforms to streamline workflow and ensure efficient collaboration
    • Apply their media arts skills and knowledge in a collaborative setting to produce a high-quality media project
  • Learning Outcomes:
    • Students will successfully collaborate to create and submit a professional-level collaborative media project to CompetesEDU, demonstrating their ability to work effectively as a team and utilize advanced media production techniques
  • Discussion: Discuss the dynamics of collaborative media production and the importance of clear communication, effective teamwork, and leadership. Analyze examples of successful collaborative media projects, highlighting the contributions of different team members and the challenges they overcame
  • Demonstration: Demonstrate project management tools and communication platforms that can facilitate collaboration. Showcase examples of effective teamwork and leadership in media production
  • Doing (Guided Practice): Divide students into teams and guide them in assigning roles and responsibilities for a collaborative project. Facilitate brainstorming sessions and help them develop a project plan and timeline, emphasizing clear communication and task delegation
  • Doing (Independent Practice): Students work in teams to plan, produce, and present a collaborative media project, utilizing their chosen media forms and skills. Encourage them to use project management tools and communication platforms to streamline their workflow and ensure effective collaboration. Emphasize the importance of taking on leadership roles and supporting each other throughout the process
  • Reflection: Students reflect on their collaboration experience, discussing the challenges and rewards of teamwork. Encourage them to identify their strengths and areas for growth in collaborative settings and leadership roles
Detail Event

Week 16: Media Arts & Social Impact: Creating Impactful Narratives

Standard: 12.MA:Cr2.h (Creating), 12.MA:Cn11.a (Connecting)

  • Essential Question: How can we use the power of media arts to amplify marginalized voices, challenge injustice, and inspire positive social change?
  • Concepts: Media activism, social justice, storytelling for change, persuasive communication, media campaigns, social impact
  • Materials: Examples of media projects that address social justice issues, research resources on social issues, media creation tools and platforms
  • Vocabulary: Advocacy
  • Learning Goals: Students will explore the intersection of media arts and social justice, using their creative skills to address important issues
  • Learning Objectives:
    • Analyze examples of media projects that have effectively addressed social justice issues
    • Identify key strategies for creating impactful narratives that promote awareness and inspire action
    • Develop a concept for a media project that addresses a social justice issue they are passionate about
  • Learning Outcomes:
    • Students will create a detailed project proposal for a media project focused on social justice, outlining their message, target audience, and media approach They will submit this proposal to CompetesEDU
  • Discussion: Initiate a discussion about the role of media in shaping public opinion and inspiring social change. Showcase examples of media projects that have effectively addressed social justice issues and discuss their impact. Encourage students to share their thoughts on social issues they are passionate about
  • Demonstration: Demonstrate how storytelling, visual communication, and sound design can be used to create impactful messages that promote awareness and inspire action. Show examples of successful media activism campaigns and analyze their strategies
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that can address a social justice issue or cause they are passionate about. Help them consider different media formats and approaches for their projects
  • Doing (Independent Practice): Students develop a proposal for their social impact project, outlining their goals, target audience, messaging, and media approach. Encourage them to think creatively and consider how they can use their media arts skills to make a difference
  • Reflection: Students reflect on the potential impact of their projects and the responsibility of media creators to use their platforms for good
  • Connection: Students share their project proposals on CompetesEDU and engage in discussions about the power of media arts to create positive social change
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Detail Event

Week 17: Media & The Mind: Exploring Psychology & Perception

Standard: 12.MA:Re7.c (Responding), 12.MA:Cn10.e (Connecting)

  • Essential Question: How do media influence our thoughts, emotions, and behaviors, and how can we use this understanding to create more impactful and responsible media experiences?
  • Concepts: Psychology of media, perception, attention, memory, emotion, persuasion, ethics
  • Materials: Examples of media that utilize psychological principles, online resources on media psychology, presentation or interactive design tools
  • Vocabulary: Perception
  • Learning Goals: Students will explore the psychological and perceptual aspects of media consumption and creation
  • Learning Objectives:
    • Learn about the psychology of perception, attention, and memory as it relates to media
    • Analyze how media can influence emotions, attitudes, and behaviors
    • Explore the ethical considerations of using media to influence audiences
  • Learning Outcomes:
    • Students will create a presentation, infographic, or interactive experience that explores the psychology of media and its impact on individuals, submitting it to CompetesEDU
  • Discussion: Introduce the concept of media psychology and how it explores the relationship between media and human behavior. Discuss how media can influence our perceptions, emotions, and decision-making processes.
  • Demonstration: Showcase examples of media that effectively utilize psychological principles to capture attention, evoke emotions, or persuade audiences. Analyze the use of color, sound, editing, and other techniques to achieve these effects.
  • Doing (Guided Practice): Guide students in analyzing a media example, identifying the psychological techniques used and their intended impact on the audience.
  • Doing (Independent Practice): Students choose a media example or topic and create a project (presentation, infographic, interactive experience) that explores the psychology of media and its impact on individuals. Encourage them to consider both the positive and negative aspects of media influence and the importance of ethical media practices
  • Reflection: Students reflect on their own media consumption habits and how media can influence their thoughts, emotions, and behaviors
  • Connection: Students share their projects on CompetesEDU and engage in discussions about the psychological impact of media and the importance of being mindful and critical media consumers
Detail Event

Week 18: The Remix Revisited: Advanced Techniques & Creative Appropriation

Standard: 12.MA:Cr3.i (Creating), 12.MA:Cn10.f (Connecting)

  • Essential Question: How can we push the boundaries of remix culture by utilizing advanced techniques and exploring the concept of creative appropriation in media arts?
  • Concepts: Remix culture, creative appropriation, transformation, reinterpretation, copyright & fair use, advanced audio & video editing, sampling, mashups.
  • Materials: Examples of complex remixes and mashups, audio and video editing software, image manipulation tools, online resources on remix culture and copyright
  • Vocabulary: Remix
  • Learning Goals: Students will deepen their understanding of remix culture and explore advanced remixing techniques
  • Learning Objectives:
    • Learn about advanced audio and video editing techniques for remixing and mashups
    • Explore the concept of creative appropriation and its ethical considerations
    • Create a complex remix project that transforms existing media content in a new and original way.
  • Learning Outcomes:
    • Students will create and submit an advanced remix project to CompetesEDU
  • Discussion: Review the concept of remix culture and its significance in contemporary media arts. Discuss the ethical considerations of creative appropriation and the importance of respecting intellectual property while also encouraging creative transformation and reinterpretation. Analyze examples of complex remixes and mashups, discussing their technical and creative approaches
  • Demonstration: Demonstrate advanced audio and video editing techniques specifically for remixing, such as sampling, looping, time-stretching, and layering. Showcase examples of creative appropriation in different media forms.
  • Doing (Guided Practice): Guide students in experimenting with advanced remixing techniques using provided media clips or samples. Encourage them to explore different combinations and transformations to create unique and meaningful remixes
  • Doing (Independent Practice): Students select various media elements (video clips, images, audio tracks) and create a complex remix project, incorporating advanced techniques and demonstrating a clear artistic vision.
  • Reflection: Students reflect on their remixing experience and the creative possibilities of reinterpretation and transformation. They also consider the ethical implications of creative appropriation and how to use it responsibly in their work
  • Connection: Students submit their remix projects to CompetesEDU and provide feedback on each other’s work, focusing on creativity, originality, and adherence to copyright guidelines
Detail Event

Week 19: Media, Technology, and Storytelling: Creating Interactive & Immersive Experiences

Standard: 12.MA:Cr3.f, j (Creating) 12.MA:Cn9.e (Connecting), 12.MA:Cn10.d (Connecting)

  • Essential Question: How can we leverage emerging technologies like virtual reality (VR), augmented reality (AR), and interactive design to create immersive storytelling experiences that engage and transport audiences?
  • Concepts: Interactive storytelling, immersive experiences, VR, AR, game design, user experience (UX), user interface (UI), prototyping
  • Materials: Examples of VR/AR experiences and interactive storytelling projects, VR/AR headsets or apps (if available), interactive design software or platforms, prototyping tools, online resources on emerging technologies
  • Vocabulary: Immersive
  • Learning Goals: Students will explore the possibilities of interactive storytelling and immersive experiences using emerging technologies.
  • Learning Objectives:
    • Learn about the principles of interactive storytelling and how it differs from traditional linear narratives.
    • Explore the use of VR and AR in creating immersive experiences.
    • Design and prototype interactive narratives or experiences using VR/AR or other interactive technologies.
  • Learning Outcomes:
    • Students will create a storyboard, concept video, or interactive prototype showcasing their ideas for an interactive or immersive storytelling experience and submit it to CompetesEDU
  • Discussion: Introduce the concept of immersive storytelling and discuss how it can create unique and engaging experiences for audiences. Showcase examples of VR/AR experiences and interactive narratives, highlighting their use of technology, storytelling techniques, and user interaction. Discuss the potential impact of these technologies on the future of storytelling and media arts.
  • Demonstration: If possible, provide hands-on demonstrations or experiences with VR/AR headsets or apps. Demonstrate how to use interactive design tools or platforms to create simple interactive narratives or experiences.
  • Doing (Guided Practice): Guide students in brainstorming ideas for interactive or immersive storytelling projects, considering the potential of VR, AR, or other technologies. Help them develop basic storyboards or concept outlines, focusing on user interaction and narrative flow
  • Doing (Independent Practice): Students work individually or in groups to design and create a prototype or concept video for their interactive storytelling project. Encourage them to experiment with different technologies, storytelling techniques, and interactive elements.
  • Reflection: Students reflect on their creative process and the challenges and possibilities of creating interactive and immersive narratives.
  • Connection: Students share their concept proposals or prototypes on CompetesEDU, inviting feedback and discussion on their ideas and the use of emerging technologies
Detail Event

Week 20: Media, Ethics, & the Digital Age: Addressing Online Challenges

Standard: 12.MA:Re7.a (Responding), 12.MA:Cn11.d (Connecting)

  • Essential Question: What are the ethical challenges and responsibilities associated with media creation and consumption in the digital age, and how can we navigate these complexities responsibly?
  • Concepts: Media ethics, digital citizenship, online safety, cyberbullying, misinformation, privacy, intellectual property
  • Materials: Case studies or scenarios highlighting ethical dilemmas in media, online resources on digital citizenship and media ethics, presentation or video editing software
  • Vocabulary: Ethics
  • Learning Goals: Students will explore the ethical implications of media creation and consumption in the digital age
  • Learning Objectives:
    • Analyze case studies of ethical issues in media, such as deepfakes, misinformation, and online harassment.
    • Discuss the responsibility of media creators and consumers in promoting ethical and responsible practices
    • Develop strategies for navigating the digital landscape ethically and responsibly
  • Learning Outcomes:
    • Students will create a presentation, video essay, or interactive project exploring ethical considerations in media arts and submit it to CompetesEDU
  • Discussion: Engage in an open discussion about the ethical challenges and responsibilities associated with media creation and consumption in the digital age. Discuss case studies of ethical dilemmas in media, encouraging students to share their perspectives and consider different viewpoints
  • Demonstration: Showcase examples of responsible and ethical media practices, highlighting how media creators and consumers can navigate the digital landscape responsibly
  • Doing (Guided Practice): Guide students in analyzing a case study or scenario involving an ethical dilemma in media. Help them identify the key issues, consider different perspectives, and propose ethical solutions
  • Doing (Independent Practice): Students choose a specific ethical challenge in media arts and create a project (presentation, video essay, interactive experience) that explores the issue and offers potential solutions or recommendations.
  • Reflection: Students reflect on their own media practices and how they can contribute to a more ethical and responsible digital environment.
  • Connection: Students share their projects on CompetesEDU and engage in discussions about media ethics and digital citizenship
Detail Event

Week 21: The Creative Process: Inspiration, Collaboration & Iteration

Standard: 12.MA:Cr1.d (Creating), 12.MA:Cn10.e, g (Connecting)

  • Essential Question: How can we cultivate creativity, collaborate effectively, and embrace the iterative process to bring our media arts projects to fruition?
  • Concepts: Creative process, inspiration, collaboration, iteration, feedback, refinement, problem-solving
  • Materials: Examples of artists’ creative processes, brainstorming tools, online collaboration platforms, project management tools, media creation tools and resources
  • Vocabulary: Iteration
  • Learning Goals: Students will explore the creative process, emphasizing inspiration, collaboration, and the iterative nature of media arts production.
  • Learning Objectives:
    • Learn about different sources of inspiration and creative processes used by media artists.
    • Practice effective collaboration and communication strategies within a team setting
    • Understand the importance of iteration and feedback in refining and improving media projects
  • Learning Outcomes:
    • Students will document their creative process for a chosen project, showcasing their inspiration, collaboration, and iterative refinement, and submit it to CompetesEDU
  • Discussion: Discuss the various stages of the creative process, highlighting the importance of finding inspiration, collaborating with others, and embracing feedback to refine and improve their work. Showcase examples of artists’ creative journeys and the iterative nature of their work
  • Demonstration: Demonstrate brainstorming techniques, collaborative workflows, and the use of feedback to iterate on creative ideas
  • Doing (Guided Practice): Facilitate a collaborative brainstorming session where students generate ideas for a media project. Guide them in assigning roles, establishing communication protocols, and developing a project plan
  • Doing (Independent Practice): Students work individually or in teams to develop a media project, documenting their creative process, collaboration strategies, and how they incorporate feedback to refine their work
  • Reflection: Students reflect on their creative process, highlighting key learnings, challenges overcome, and the impact of collaboration and feedback on their work
  • Connection: Students share their creative process documentation on CompetesEDU, inviting feedback and discussion on their collaborative and iterative approaches
Detail Event

Week 22: Media Arts & the Global Community: Cross-Cultural Collaboration & Communication

Standard: 12.MA:Cn10.g (Connecting), 12.MA:Cn12.e (Connecting)

  • Essential Question: How can we use media arts to bridge cultural divides, foster understanding, and promote global citizenship?
  • Concepts: Cross-cultural communication, global perspectives, collaboration, media’s role in cultural exchange, empathy, understanding.
  • Materials: Examples of media projects that promote cross-cultural understanding, online communication and collaboration tools, research resources on different cultures
  • Vocabulary: Global
  • Learning Goals: Students will explore the role of media in facilitating cross-cultural communication and understanding
  • Learning Objectives:
    • Analyze how media can be used to bridge cultural divides and promote empathy and understanding
    • Explore the challenges and opportunities of communicating across cultures through media
    • Collaborate with peers from another school or country (if possible) on a media arts project
    • Develop a media project that promotes cross-cultural understanding or addresses a global issue
  • Learning Outcomes:
    • Students will participate in a cross-cultural collaborative media project or create a proposal for such a project, demonstrating their understanding of effective communication and collaboration across cultures
  • Discussion: Facilitate a discussion about the interconnectedness of our world and the importance of cross-cultural understanding. Analyze how media can be a powerful tool for bridging cultural divides and fostering empathy. Showcase examples of media projects that promote cross-cultural understanding or address global issues
  • Demonstration: If possible, facilitate a virtual exchange or collaboration with students from another school or country. Demonstrate the use of online communication and collaboration tools to bridge geographical distances and foster meaningful connections
  • Doing (Guided Practice): Guide students in brainstorming ideas for cross-cultural collaborative projects or media projects that address global issues. Help them consider different perspectives and cultural sensitivities, emphasizing the importance of respectful communication and collaboration
  • Doing (Independent Practice):
    • If feasible, students collaborate with peers from another culture on a media arts project, utilizing online communication and collaboration tools.
    • If cross-cultural collaboration is not possible, students can create a proposal for such a project, outlining the concept, goals, communication strategies, and potential challenges. Alternatively, they can create a media project that promotes cross-cultural understanding or addresses a global issue
  • Reflection: Students reflect on their experience with cross-cultural collaboration or their exploration of global perspectives through media arts. Encourage them to discuss the challenges and rewards of communicating and collaborating across cultures
  • Connection: Students share their projects, proposals, or reflections on CompetesEDU, inviting feedback and fostering a global community of media artists
Detail Event

Week 23: Media Arts & The Environment: Storytelling for Sustainability

Standard: 12.MA:Cr2.h (Creating), 12.MA:Pr5.h (Producing)

  • Essential Question: How can we use media arts to raise awareness about environmental issues, promote sustainable practices, and inspire action towards a healthier planet?
  • Concepts: Environmental awareness, sustainability, storytelling for change, persuasive communication, media campaigns, social impact.
  • Materials: Examples of media projects with environmental themes, research resources on environmental issues, media creation tools and platforms
  • Vocabulary: Sustainability
  • Learning Goals: Students will explore the power of media arts to address environmental issues and promote positive change.
  • Learning Objectives:
    • Research and analyze environmental issues and their impact on the planet
    • Explore how media can be used to communicate environmental messages effectively
    • Develop a plan for a media project that raises awareness about an environmental issue and promotes sustainable practices
  • Learning Outcomes:
    • Students will create and submit a media project (video, animation, infographic, website, etc.) that focuses on environmental awareness and sustainability to CompetesEDU
  • Discussion: Initiate a discussion about the environmental challenges facing our planet and the role of media in raising awareness and promoting sustainable practices. Showcase examples of media projects that effectively address environmental issues and discuss their impact. Encourage students to share their thoughts and concerns about the environment
  • Demonstration: Demonstrate how storytelling, visual communication, and sound design can be used to create impactful environmental messages. Showcase examples of successful environmental campaigns and analyze their strategies
  • Doing (Guided Practice): Guide students in brainstorming ideas for media projects that can address environmental issues. Help them consider different media formats and approaches for their projects
  • Doing (Independent Practice): Students create their own media projects that raise awareness about a chosen environmental issue and promote sustainable practices. Encourage them to use their creativity and technical skills to craft compelling and informative messages
  • Reflection: Students reflect on the potential impact of their projects and the responsibility of media creators to use their platforms for good
  • Connection: Students share their projects on CompetesEDU and engage in discussions about environmental issues and the power of media to create positive change. They can also connect with environmental organizations or activists to share their work and gain further insights
Detail Event

Week 24: Final Project Preparation & Skill Refinement

Standard: 12.MA:Cr4 (Creating), 12.MA:Pr6 (Producing)

  • Essential Question: How can I refine my skills and prepare to create a high-quality final media arts project that showcases my learning and creativity?
  • Concepts: Project planning, skill refinement, feedback integration, technical skills, creative exploration
  • Materials: Media production equipment and software (cameras, audio recorders, editing software, animation tools, etc.), project planning tools, peer feedback resources.
  • Vocabulary: Refinement
  • Learning Goals: Students will solidify their skills and knowledge in preparation for their final projects.
  • Learning Objectives:
    • Review and practice key concepts and techniques from throughout the course
    • Receive individualized feedback and support to address any areas for improvement.
    • Develop a clear plan and timeline for their final projects
  • Learning Outcomes:
    • Students will create a final project proposal and begin working on their chosen projects
  • Discussion: Discuss the importance of planning and preparation for the final project. Review key concepts and techniques learned throughout the course, encouraging students to identify areas where they need further practice or refinement
  • Demonstration: Showcase examples of successful final projects from previous years, highlighting the variety of media forms and creative approaches students can take. Demonstrate advanced techniques or workflows relevant to student project choices
  • Doing (Guided Practice): Provide opportunities for students to practice and refine specific skills relevant to their chosen projects. Offer individualized feedback and support to address any challenges or questions
  • Doing (Independent Practice): Students finalize their project proposals, outlining their concept, goals, timeline, and resource needs. They begin working on their projects, applying the skills and techniques they have learned throughout the course.
  • Reflection: Students reflect on their project plans and identify areas where they may need additional support or resources. Encourage them to set realistic goals and timelines for their projects
  • Connection: Students share their final project proposals and progress updates on CompetesEDU, seeking feedback and support from their peers and the teacher.
Detail Event

Week 25: The Art of the Pitch: Presenting Your Ideas

Standard: 12.MA:Cn12.b (Connecting), 12.MA:Pr5.d (Producing)

  • Essential Question: How can we effectively pitch our media arts ideas and projects to potential clients, collaborators, or investors?
  • Concepts: Pitching, presentation skills, communication, persuasion, visual aids, storytelling
  • Materials: Examples of successful pitches, presentation software or tools, media creation tools for visual aids
  • Vocabulary: Pitch
  • Learning Goals: Students will develop presentation and pitching skills essential for the media arts industry
  • Learning Objectives:
    • Students will learn about the key elements of a successful pitch
    • Students will practice crafting and delivering concise and impactful pitches for their media projects or ideas
    • Students will develop confidence and professionalism in their presentation skills
  • Learning Outcomes:
    • Students will create and deliver a pitch for a hypothetical media arts project or idea
  • Discussion: Discuss the importance of effective communication and presentation skills in the media arts industry. Analyze examples of successful pitches from various fields, highlighting their clarity, conciseness, and persuasive elements
  • Demonstration: Demonstrate how to structure a pitch, incorporating storytelling techniques and visual aids to engage the audience. Showcase examples of effective pitch decks or presentations
  • Doing (Guided Practice): Guide students in developing a pitch for a hypothetical media arts project, focusing on clear communication and persuasive language. Provide feedback on their structure and delivery
  • Doing (Independent Practice): Students select a media arts project or idea and create a pitch, incorporating visual aids and practicing their delivery. Encourage them to consider their target audience and tailor their message accordingly.
  • Reflection: Students reflect on their pitching experience and identify areas for improvement in their communication and presentation skills.
  • Connection: Students can share their pitch practice videos or presentations on CompetesEDU for additional feedback and support
Detail Event

Week 26: Media & Ethics: Exploring Controversial Topics

Standard: 12.MA:Re7.a (Responding), 12.MA:Cn11.a (Connecting)

  • Essential Question: How can media be used to explore controversial topics responsibly and ethically, fostering understanding and dialogue?
  • Concepts: Media ethics, controversial topics, representation, bias, responsible storytelling, audience impact.
  • Materials: Examples of media addressing controversial topics, media analysis worksheets, discussion prompts
  • Vocabulary: Ethics
  • Learning Goals: Students will analyze how media addresses controversial topics and the ethical considerations involved.
  • Learning Objectives:
    • Explore examples of media that tackle controversial social or political issues.
    • Discuss the ethical responsibilities of media creators when addressing sensitive topics
    • Analyze the impact of media on public discourse and social change.
  • Learning Outcomes:
    • Students will write a reflective essay or create a media project exploring the ethical considerations of media representation of a controversial topic, submitting it to CompetesEDU
  • Discussion: Engage in open discussions about the role of media in addressing controversial topics. Analyze examples of media (documentaries, news reports, social media campaigns) that tackle sensitive issues, discussing their approaches and impact.
  • Demonstration: Showcase how media creators can approach controversial topics responsibly and ethically, considering different perspectives and avoiding harmful stereotypes or misinformation
  • Doing (Guided Practice): Guide students in analyzing a media example that addresses a controversial topic, focusing on its representation, potential biases, and impact on the audience
  • Doing (Independent Practice): Students choose a controversial topic and explore its representation in media. They create a reflective essay or media project that examines the ethical considerations and potential impact of media portrayals of this topic
  • Reflection: Students reflect on the power of media to shape public discourse and their responsibility as media creators and consumers to engage with controversial topics ethically and thoughtfully
  • Connection: Students share their reflections or projects on CompetesEDU and engage in respectful discussions about the ethical considerations of media representation
Detail Event

Week 27: The Art of the Remix: Reinterpreting & Reimagining Media

Standard: 12.MA:Cr3.i (Creating), 12.MA:Cn10.f (Connecting)

  • Essential Question: How can we reimagine and reinterpret existing media content to create new meanings, challenge perspectives, and express our own creativity?
  • Concepts: Remix culture, creative appropriation, transformation, reinterpretation, copyright & fair use
  • Materials: Examples of successful remixes in various media forms, audio and video editing software, image manipulation tools, online resources on remix culture and copyright
  • Vocabulary: Remix
  • Learning Goals: Students will explore the concept of remix culture and its creative potential
  • Learning Objectives:
    • Learn about the history and cultural significance of remixing in media arts
    • Analyze examples of successful remixes and identify their creative techniques
    • Create their own remix project, reimagining existing media content in a new and original way
  • Learning Outcomes:
    • Students will create and submit a remix project to CompetesEDU
  • Discussion: Introduce the concept of remix culture and its role in contemporary media arts. Discuss examples of successful remixes in music, video, and other media forms, highlighting their creative approaches and impact. Review copyright laws and fair use guidelines in the context of remixing
  • Demonstration: Demonstrate basic remixing techniques using audio and video editing software or image manipulation tools
  • Doing (Guided Practice): Guide students in creating a simple remix using provided media clips, encouraging them to experiment with different combinations and transformations
  • Doing (Independent Practice): Students select existing media content (video clips, images, audio tracks) and reimagine them into a new and original work, using editing, manipulation, and creative techniques
  • Reflection: Students reflect on their remixing experience and the creative possibilities of reinterpretation and transformation
  • Connection: Students submit their remix projects to CompetesEDU and provide feedback on each other’s work, focusing on creativity, originality, and adherence to copyright guidelines
Detail Event

Week 28: Media & Activism: Creating Social Change Campaigns

Standard: 12.MA:Cr2.h (Creating), 12.MA:Pr5.h (Producing)

  • Essential Question: How can we utilize media arts to design impactful campaigns that raise awareness, inspire action, and drive positive social change?
  • Concepts: Media activism, social change campaigns, persuasive communication, target audience, multi-platform approach, social impact.
  • Materials: Examples of successful social change campaigns that utilized media effectively, project planning tools (e.g., whiteboards, sticky notes), media creation tools and platforms
  • Vocabulary: Campaign
  • Learning Goals: Students will explore the use of media for activism and social change, applying design thinking and media production skills to create impactful campaigns
  • Learning Objectives:
    • Learn about successful social change campaigns that utilized media effectively
    • Identify key elements and strategies for creating impactful media campaigns
    • Design a media campaign for a social cause they are passionate about
  • Learning Outcomes:
    • Students will create a campaign plan, including a media strategy, messaging, and potential platforms for dissemination, and submit it to CompetesEDU
  • Discussion: Discuss the power of media to drive social change and showcase examples of successful campaigns that have leveraged media effectively. Analyze the key elements and strategies used in these campaigns, such as clear messaging, emotional appeal, and multi-platform approach
  • Demonstration: Demonstrate how to create compelling media content for social change campaigns, using examples of videos, graphics, and social media posts
  • Doing (Guided Practice): Guide students in brainstorming ideas for a media campaign on a chosen social issue. Help them identify their target audience and craft persuasive messages.
  • Doing (Independent Practice): Students develop a media campaign plan for their chosen social cause, outlining their goals, target audience, key messages, and media tactics. Encourage them to utilize various media forms and platforms to create a multi-faceted campaign
  • Reflection: Students reflect on the potential impact of their campaigns and the importance of using media responsibly to promote positive change
  • Connection: Students share their campaign plans on CompetesEDU, inviting feedback and discussion on their strategies and potential impact
Detail Event

Week 29: Building a Media Arts Portfolio

Standard: 12.MA:Cn12.b (Connecting)

  • Essential Question: How can I showcase my best work and skills to potential employers, clients, or educational institutions?
  • Concepts: Portfolio development, curation, presentation, self-reflection, career preparation
  • Materials: Examples of media arts portfolios, online portfolio platforms or software, presentation tools.
  • Vocabulary: Portfolio
  • Learning Goals: Students will learn how to curate and present their media arts work in a professional portfolio
  • Learning Objectives:
    • Students will understand the purpose and importance of a media arts portfolio for showcasing their skills and achievements to potential employers, clients, or educational institutions.
    • Students will select their best work to include in their portfolios, demonstrating a range of skills and creative approaches
    • Students will learn how to create a digital portfolio using online platforms or software, considering design, layout, and user experience
  • Learning Outcomes:
    • Students will create a digital portfolio showcasing their best media arts work and submit it to CompetesEDU for feedback
  • Discussion: Discuss the importance of portfolios in the media arts industry and how they are used to showcase skills and attract opportunities. Analyze examples of successful media arts portfolios, highlighting their design, content selection, and overall presentation
  • Demonstration: Demonstrate how to use online portfolio platforms or software to create a visually appealing and user-friendly portfolio. Showcase different layout options, navigation structures, and ways to present media content effectively.
  • Doing (Guided Practice): Guide students in selecting their best work from the year and organizing it into a basic portfolio structure
  • Doing (Independent Practice): Students continue to develop their digital portfolios, adding more projects, refining their layouts, and crafting artist statements or project descriptions
  • Reflection: Students reflect on their portfolio development process and the importance of showcasing their work professionally
  • Connection: Students share their portfolios on CompetesEDU, inviting feedback from peers and the teacher on their presentation and content selection.
Detail Event

Week 30: Preparing for the Media Arts Industry

Standard: 12.MA:Cn11.b (Connecting), 12.MA:Cn12.e (Connecting)

  • Essential Question: What steps can I take to prepare for a career in the media arts industry and increase my chances of success?
  • Concepts: Career exploration, media arts industry, internships, networking, resume and cover letter writing, interview skills
  • Materials: Online resources on media arts careers and internships, guest speakers or virtual tours (if possible), resume and cover letter templates
  • Vocabulary: Internship
  • Learning Goals: Students will explore the practical steps involved in pursuing a career in the media arts industry
  • Learning Objectives:
    • Students will learn about networking, internships, and other opportunities to gain experience in the field
    • Students will develop their resumes and cover letters, tailoring them to media arts positions
    • Students will practice their interviewing skills and learn how to present themselves professionally
  • Learning Outcomes:
    • Students will create a resume and cover letter tailored to a media arts position and participate in mock interviews
  • Discussion: Discuss the various career pathways in the media arts industry and the steps students can take to prepare for a successful career. Highlight the importance of gaining experience through internships, networking, and building a strong portfolio.
  • Demonstration: Demonstrate how to create effective resumes and cover letters for media arts positions. Showcase examples of strong resumes and cover letters, highlighting key elements and formatting. Also, demonstrate effective interviewing techniques, focusing on body language, communication skills, and answering common interview questions
  • Doing (Guided Practice): Guide students in creating their own resumes and cover letters, tailoring them to specific media arts job descriptions. Provide feedback and suggestions for improvement. Pair students up for mock interviews, allowing them to practice their interviewing skills and receive feedback from their peers.
  • Doing (Independent Practice): Students research and identify potential internship or job opportunities in their areas of interest. They refine their resumes and cover letters and prepare for future interviews.
  • Reflection: Students reflect on their career preparation experience and discuss their next steps in pursuing their media arts goals
  • Connection: Students connect with industry professionals or alumni on CompetesEDU or other networking platforms to seek advice and explore potential opportunities.
Detail Event

Week 31: Final Project: Refinement & Polishing

Standard: 12.MA:Cr4 (Creating), 12.MA:Pr6 (Producing)

  • Essential Question: How can I bring my final media arts project to life, incorporating all the skills and knowledge I’ve gained throughout the course?
  • Concepts: Project development, refinement, feedback integration, technical skills, creative problem-solving
  • Materials: Media production equipment and software, peer feedback from CompetesEDU or in-class critiques
  • Vocabulary: Refinement
  • Learning Goals: Students will actively work on their final projects, refining their work based on feedback and enhancing their storytelling and technical execution
  • Learning Objectives:
    • Incorporate feedback from peers and the teacher to improve their projects.
    • Refine their editing, sound design, visual effects, or other technical aspects of their projects
    • Ensure their projects effectively communicate their intended message or story.
  • Learning Outcomes:
    • Students will demonstrate significant progress on their final projects, showcasing their ability to incorporate feedback and refine their work
  • Discussion: Lead a discussion about the importance of feedback in the creative process and how to effectively incorporate constructive criticism into their projects. Discuss strategies for identifying areas for improvement and making meaningful changes
  • Demonstration: Showcase examples of media projects that have undergone revisions and improvements, highlighting the positive impact of feedback and refinement. Demonstrate specific editing or post-production techniques that can be used to enhance the projects
  • Doing (Guided Practice): Provide guidance and support as students review and analyze feedback on their projects. Help them identify areas for improvement and brainstorm solutions
  • Doing (Independent Practice): Students actively work on refining their projects, incorporating feedback and making necessary adjustments to their editing, sound design, visual effects, or other technical aspects. Encourage them to experiment with new techniques and approaches to enhance their work further
  • Reflection: Students reflect on the feedback they received and the changes they made to their projects. Encourage them to consider how the refinement process has improved their work and their understanding of media arts
  • Connection: Students share their updated projects on CompetesEDU, seeking further feedback and engaging in discussions about their progress and challenges
Detail Event

Week 32: Final Project: Presentation Preparation

Standard: 12.MA:Cn12.a (Connecting), 12.MA:Pr5.d (Producing)

  • Essential Question: How can I effectively present my final media arts project, showcasing my creativity, skills, and learning journey to an audience?
  • Concepts: Presentation skills, communication, storytelling, visual aids, audience engagement
  • Materials: Presentation software or tools, media creation tools for visual aids, project portfolios or documentation
  • Vocabulary: Presentation
  • Learning Goals: Students will prepare for the final showcase, refining their presentations and practicing their communication skills
  • Learning Objectives:
    • Students will finalize their showcase selections and create engaging presentations that highlight their work and creative process
    • Students will practice their presentations, focusing on clear communication, confident delivery, and addressing audience questions
    • Students will develop a reflective artist statement or presentation summarizing their learning and growth throughout the course
  • Learning Outcomes:
    • Students will deliver confident and engaging presentations of their work at the final showcase
    • Students will articulate their learning journey and creative process effectively
  • Discussion: Discuss the importance of effective presentation skills in showcasing their work and communicating their ideas. Analyze examples of successful presentations, highlighting their structure, visual aids, and delivery style.
  • Demonstration: Demonstrate how to create engaging presentations using visuals, storytelling techniques, and clear communication
  • Doing (Guided Practice): Guide students in outlining their presentations, helping them identify key points and create visual aids that support their message
  • Doing (Independent Practice): Students create their final project presentations, incorporating visuals, storytelling, and clear communication. They practice their presentations, focusing on delivery and audience engagement
  • Reflection: Students reflect on their presentation skills and how they can effectively communicate their creative process and learning outcomes
  • Connection: Students can share drafts of their presentations on CompetesEDU for additional feedback and support
Detail Event

Week 33: Final Project Showcase and Reflection

Standard: 12.MA:Re8.b (Responding), 12.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our learning and achievements in media arts while inspiring others and contributing to the creative community?
  • Concepts: Showcase, presentation, reflection, community, celebration
  • Materials: Completed final projects, student portfolios, presentation equipment (projector, screen, etc.), CompetesEDU platform (if applicable)
  • Vocabulary: Showcase
  • Learning Goals: Students will showcase their final projects and reflect on their learning journey throughout the course
  • Learning Objectives:
    • Students will effectively present their final project, demonstrating their skills and knowledge
    • Students will provide constructive feedback to their peers and receive feedback on their own work
    • Students will reflect on their learning journey and create a portfolio showcasing their best work
  • Learning Outcomes:
    • Students will submit their final projects to CompetesEDU and participate in a final project showcase
    • Students will complete a self-reflection essay and create a digital portfolio of their work
  • Discussion: Discuss the importance of showcasing their work and receiving feedback from others. Emphasize that this is an opportunity to celebrate their achievements and learn from each other’s creative processes
  • Demonstration: If applicable, showcase examples of previous student showcases or exhibitions, highlighting effective presentation techniques and creative displays
  • Doing (Guided Practice): Facilitate a practice showcase session where a few students present their projects and receive feedback from their peers. Guide the feedback process, ensuring it is constructive and supportive
  • Doing (Independent Practice): Host the final project showcase, allowing each student or team to present their work. Encourage active participation from the audience through Q&A sessions and feedback forms.
  • Reflection: After the showcase, facilitate a class reflection session where students share their thoughts on the experience, their learning journey, and their peers’ work. Encourage them to express their gratitude for the support and opportunities they received throughout the course
  • Connection: Students submit their final projects to CompetesEDU and engage in final discussions, reflecting on the course and their growth as media artists. They can also connect with a wider audience through the showcase, sharing their work and passion for media arts
Detail Event

Week 34: Portfolio Development & Presentation

Standard: 12.MA:Cn12.b (Connecting)

  • Essential Question: How can I curate and present my best media arts work in a compelling portfolio that reflects my creative journey and potential?
  • Concepts: Portfolio development, curation, presentation, self-reflection, career preparation
  • Materials: Examples of media arts portfolios, online portfolio platforms or software, presentation tools.
  • Vocabulary: Portfolio
  • Learning Goals: Students will learn how to curate and present their media arts work in a professional portfolio
  • Learning Objectives:
    • Students will understand the purpose and importance of a media arts portfolio for showcasing their skills and achievements to potential employers, clients, or educational institutions.
    • Students will select their best work to include in their portfolios, demonstrating a range of skills and creative approaches
    • Students will learn how to create a digital portfolio using online platforms or software, considering design, layout, and user experience
  • Learning Outcomes:
    • Students will create a digital portfolio showcasing their best media arts work and submit it to CompetesEDU for feedback
  • Discussion: Discuss the importance of portfolios in the media arts industry and how they are used to showcase skills and attract opportunities. Analyze examples of successful media arts portfolios, highlighting their design, content selection, and overall presentation.
  • Demonstration: Demonstrate how to use online portfolio platforms or software to create a visually appealing and user-friendly portfolio. Showcase different layout options, navigation structures, and ways to present media content effectively.
  • Doing (Guided Practice): Guide students in selecting their best work from the year and organizing it into a basic portfolio structure. Provide feedback on their selections and offer suggestions for improving the overall presentation
  • Doing (Independent Practice): Students continue to develop their digital portfolios, adding more projects, refining their layouts, and crafting artist statements or project descriptions. Encourage them to consider their target audience and tailor their portfolios accordingly
  • Reflection: Students reflect on their portfolio development process and the importance of showcasing their work professionally. They also consider how their portfolios reflect their growth and development as media artists
  • Connection: Students share their portfolios on CompetesEDU, inviting feedback from peers and the teacher on their presentation and content selection.
Detail Event

Week 35: The Capstone Showcase: Celebrating Achievements & Inspiring Futures

Standard: 12.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our creative journeys, inspire others, and contribute to the vibrant media arts community?
  • Concepts: Showcase, presentation, reflection, community, celebration
  • Materials: Completed capstone projects (if applicable), student portfolios, presentation equipment (projector, screen, etc.), CompetesEDU platform (if applicable)
  • Vocabulary: Showcase
  • Learning Goals: Students will showcase their final projects or their best work from the year and reflect on their learning journey throughout the course
  • Learning Objectives:
    • Students will finalize and present their capstone projects or showcase their selected work
    • Students will reflect on their growth and development as media artists
    • Students will celebrate their accomplishments and contribute to the creative community.
  • Learning Outcomes:
    • Students will participate in a final project showcase, presenting their work to peers, teachers, and potentially industry professionals or community members
    • Students will complete a final reflection, summarizing their learning and future goals
  • Discussion: Discuss the importance of showcasing work and celebrating achievements in the creative process. Emphasize the value of feedback and reflection in fostering growth and improvement. Encourage students to think about how they can use their media arts skills to contribute to their communities and the world
  • Demonstration: If applicable, showcase examples of previous student showcases or exhibitions, highlighting effective presentation techniques and creative displays
  • Doing (Guided Practice): Facilitate a practice showcase session where a few students present their projects and receive feedback from their peers. Guide the feedback process, ensuring it is constructive and supportive
  • Doing (Independent Practice): Host the final project showcase, allowing each student or team to present their work. Encourage active participation from the audience through Q&A sessions and feedback forms.
  • Reflection: After the showcase, facilitate a class reflection session where students share their thoughts on the experience, their learning journey, and their peers’ work. Encourage them to express their gratitude for the support and opportunities they received throughout the course
  • Connection: Students submit their final projects or portfolios to CompetesEDU and engage in final discussions, reflecting on the course and their growth as media artists. They can also connect with a wider audience through the showcase, sharing their work and passion for media arts
Detail Event

Week 36: Culminating Celebration & Next Steps

Standard: 12.MA:Cn12.a (Connecting)

  • Essential Question: How can we celebrate our achievements in media arts and look ahead to future opportunities for growth and exploration?
  • Concepts: Celebration, reflection, goal setting, future pathways in media arts
  • Materials: Certificates or awards (if applicable), party supplies or refreshments, resources on media arts programs or opportunities
  • Vocabulary: Celebration
  • Learning Goals: Students will celebrate their accomplishments, reflect on their learning journey, and explore future pathways in media arts.
  • Learning Objectives:
    • Students will participate in a celebratory activity or event to mark the end of the course.
    • Students will reflect on their growth and development as media artists throughout the year
    • Students will set goals for their continued engagement with media arts after graduation, whether pursuing it as a career or a lifelong passion
  • Learning Outcomes:
    • Students will actively participate in the culminating celebration
    • Students will express their reflections and future goals in a creative way (e.g., video, artwork, written piece)
    • Students will leave the course feeling inspired and motivated to continue their creative journey
  • Discussion: Facilitate a discussion about the students’ overall experience in the Media Arts course. Encourage them to share their favorite projects, proudest moments, and lessons learned. Discuss potential future pathways in media arts, such as further education, careers, or personal creative pursuits
  • Celebration & Recognition: Organize a celebratory event or activity to acknowledge student achievements and create a sense of closure for the course. Consider awards, certificates, or a class party
  • Reflective Activity & Goal Setting: Provide opportunities for students to reflect on their learning journey and set goals for their future engagement with media arts. Encourage them to express their reflections and goals through a creative media project (video, artwork, written piece)
  • Technology Integration: Utilize media creation tools and platforms for student reflections and goal-setting activities.
  • Connection: Students share their reflections and future goals on CompetesEDU, inspiring and encouraging each other as they continue their creative journeys.
Detail Event

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