Minnesota K–6 media arts standards

Develop ideas for media artworks using play and experimentation. For example: Combine lines and shapes in digital formats; try different drawing tools in sketching app.

Capture ideas in a media artworks. For example: Take pictures considering space; use recording materials; assemble different lines and shapes in design app.

Make changes to the content of media artworks and share results. For example: Rearrange objects in a digital drawing; rerecord video.

Identify different ways media artworks are presented. For example: Look at, listen to, or experience media arts presentations.

Explain the message of a media artwork. For example: Compare cereal box design for intended audience.

Identify components (such as sound, lighting, sequence, mood) in media artworks. For example: List parts of a movie such as beginning, middle, and end.

Share reactions to media artworks. For example: Stating personal selection of a sound or image experience.

Use personal experiences in creating media artworks. For example: Personal stories; media art works that display personal life experience.

Identify how media arts are a part of life. For example: Name places media arts are found in our daily life and how they are used, such as smartphones.

Plan and prototype a media artwork idea. For example: Group brainstorm; draw a picture of idea; practice using the camera.

Choose and use a media arts tool to capture an idea. For example: Camera; digital drawing; sound recording.

After reviewing media artwork, make changes to the form of the work. For example: The order of sequencing photos; the color of objects and images.

Sort media artwork by styles and types. For example: Comparing work by a single artist.

Identify where you see media arts in the community. For example: Bank kiosk, billboards.

Identify components and messages in media artworks. For example: List parts of a movie such as beginning, middle and end, and identify how these parts tell stories or share messages.

Identify effective parts and possible changes to media artworks. For example: Utilize a process to provide and use feedback such as praise/polish/ponder activities.

Use personal experiences and interests in creating media artworks. For example: Personal stories; media art works that display personal life experience; or media artworks that exhibit choices of content/tools.

Describe media art from various times and places. For example: Describe how media arts has changed over time, such as hand drawn cel animation to computer generated animations; describe how media arts has existed in theaters and television, but now also exist online, within apps, social media, personal devices, smartphones, etc.; describe how media arts exists across the world.

Generate multiple ideas for media artworks through the development of sketches, models or stories. For example: Develop soft skills through small group pitching.

Choose and use sketches, models or stories to create unified media artworks. For example: Use storyboard to make a stop motion; Pick from thumbnail sketches for graphic design.

Test and describe expressive effects in altering, revising, and completing media artworks. For example: Changing the frame rate in an animation; comparing spacing in a design; trying different shot types for an action.

Identify techniques and sequencing in media artworks. For example: Flipbooks; storyboard; frames for stop motion.

Compare and contrast venues where media arts are shared and their effects on the audience. For example: Explore media environments like movie theatre, computer, home movie.

Identify and describe the components and messages in media artworks, and share how the work creates different experiences. For example: Watch a suspenseful video and discuss feelings and why.

Discuss the effectiveness of and improvements for media artworks, considering their context. For example: Change the color, texture or feel of a digital illustration to improve the tone of the media artwork.

Use personal experiences, interests, and research in creating media artworks. For example: Personal stories; media art works that display personal life experience; or media artworks that exhibit research to create story.

Discuss how media artworks relate to everyday cultural life. For example: Describe how media arts is used in our everyday life, how it influences what we think, and how it can be used in our lives.

Generate multiple ideas for a sequenced media artwork using a variety of tools and materials. For example: Take a series of photographs; observational drawing; journaling.

Construct media arts content to communicate a purpose or idea, using elements of artistic foundations. For example: Photo collage considering attention; poster design considering composition; character design and development considering convention.

When revising media artworks compare and contrast how the emphasis of elements alters effect and purpose. For example: Use of space in live action filming; manipulation of light in an image.

Discuss techniques used in editing media artworks. For example: Cutting and splicing; volume; transitions; fade.

Explain how the meaning of a media artwork might change depending on the venue. For example: Formal vs informal (movie theater vs at home); still photo vs. film.

Identify and describe how messages are created by components in media artworks, and share how the components affect mood. For example: Watch a variety of media arts clips and discuss different clips express or influence different moods.

Evaluate media artworks and identify possible improvements based on given criteria. For example: Discuss how given criteria are evident in a media artwork and suggest ways to improve the media artwork such as keeping movements smaller and more controlled in stopmotion animation, or use of techniques to stabilize the captured video, or how to increase focus in digital images.

Identify and show how media artworks form meaning, situations, and culture. For example: Popular media.

Explain how knowing the time and place in which a media artwork was made influences interpretation of the work. For example: Describe how labor-intensive films and animations used to be when they were shot frame-by-frame or by creating using cel animation techniques; describe how special effects in film have changed over time and how they impact what media artists are able to communicate.

Generate multiple ideas for media artworks using a variety of creative methods that explore time and motion. For example: Investigation with video; reverse designing media artworks; mindmapping.

Structure and arrange content and components to convey purpose and meaning in the creation of media artworks, applying artistic foundations. For example: Hand drawn animation considering balance and contrast; design music for video clip considering emphasis; photo manipulation considering fairness, fair use, juxtaposition, and imaging.

Revise content to convey purpose and meaning in various media artworks, using artistic foundations. For example: Editing filters considering texture, editing, and mixing qualities considering sound elements.

Combine and coordinate a variety of media content into a media artwork presentation. For example: A mixed media performance.

Identify and describe presentation conditions, and take on a role in presenting media artworks. For example: Exporting and distributing completed movie into online portfolio.

Compare how messages are created by components in media artworks, and explain how the components affect mood and audience experience. For example: Watch a variety of media arts clips and discuss how different clips express mood, and how they affect how the audience experiences the media art works.

Apply given criteria for evaluating and improving media artworks and production processes. For example: Keeping movements smaller and more controlled in stopmotion animation, use of techniques to stabilize the captured video, or how to increase focus in digital images.

Examine and use personal interests, research, and cultural understanding to create media artworks. For example: Autobiographical stories; creating media artworks illustrating personal statements/positions; media art works that display personal life experiences.

Identify how media artworks are used to inform or change beliefs, values or behaviors of an individual or society. For example: Identify how media arts influences what we perceive, think, or believe; identify how media arts can influence our culture for positive change.

Develop and test ideas, plans, models, and proposals for media artworks, considering artistic goals and audience. For example: Draw a layout of a stop motion set; practice in and compare different sound recording spaces; interview or investigate audience for a project.

Create content and combine components for a specific audience to express purpose and meaning in media artworks, utilizing artistic foundations. For example: Stop motion animation considering force and exaggeration; live action filmmaking considering narrative structure; digital self-portraits exploring identity and meaning.

Based on feedback, revise media artworks to improve clarity and purpose. For example: Review balance of components, including juxtaposition.

Organize multiple media artworks to be combined into a single presentation. For example: A media broadcast.

Explain different roles related to presenting media artworks, and fulfill one of those roles in a presentation. For example: Director; writer; actor; presenter.

Differentiate how components in media artworks impact message and mood to create meaning and how they affect audience experience. For example: Analyze how lighting design and sound design in a film impact mood and audience experience.

Develop and apply criteria to evaluate media artworks and production processes. For example: As a group, collaboratively develop a list of criteria to be used in evaluating a media artwork including how the media artwork was produced/created.

Access and use multiple resources related to cultural understanding to create media artworks. For example: Interests, knowledge, and experiences.

Make inferences about the time, place, or culture in which a media artwork was created, citing evidence. For example: Evaluate different video game designs for their history and context.

Organize and propose artistic ideas, plans, prototypes, and processes for media artworks, considering expressive intent. For example: Sketching; modeling; sequencing.

Experiment with multiple approaches to produce content and components for a specific purpose in media artworks, utilizing a range of artistic foundations. For example: Digital illustration considering perspective; clay animation considering point of view; poster design considering media messages.

Evaluate how elements and components can be altered for intentional effects and audience. For example: Font and image size and placement; sound selection and rearrangement in video considering stylistic convention.

Evaluate how the public uses, relates to, and participates with media artworks. For example: Social media platforms; public space artworks.

Analyze various presentation formats and fulfill various tasks and defined processes in the presentation or distribution of media artworks. For example: Virtual channels; formatting and exporting for various print production.

Analyze how messages change due to multiple approaches in producing media artworks and how they affect audience experience. For example: Examine media artworks that use different technological approaches, such as interactivity versus theatrical film, and the affect on audience experience.

Provide and receive constructive feedback based on criteria for evaluating media artworks. For example: Create a rubric for a project.

1.Compare and contrast how creating and presenting media artworks forms personal and digital identity.** For example: Using platforms of systematic communications, distribution and engagement with new media.

Explain how media artworks relate to and impact personal, societal, cultural, historical, and community situations. For example: Personal identity; digital identity; historical events; entertainment.