Topic: Media production |
Arts and Communication |
| | Standard 1. Understands the principles, processes, and products associated with arts and communication media |
| | | Level IV (Grade 9-12) |
| | | | Benchmark 4. | Uses production concepts and techniques (e.g., auditioning, directing, producing, scheduling) for various media (e.g., theatre, film, television, electronic media) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Uses production concepts for various media |
| | | | | | 2. | Uses production techniques for various media |
| | | | | | 3. | Uses auditioning for the production of various media |
| | | | | | 4. | Uses directing techniques for the production of various media |
| | | | | | 5. | Uses scheduling for the production of various media |
| | | | | | 6. | Uses production concepts and techniques for theatre |
| | | | | | 7. | Uses production concepts and techniques for film |
| | | | | | 8. | Uses production concepts and techniques for television |
| | | | | | 9. | Uses production concepts and techniques for electronic media |
| | | | Benchmark 6. | Knows skills used in electronic communications (e.g., producing audio recordings and broadcasts, producing video recordings and motion pictures) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows skills used in producing audio recordings |
| | | | | | 2. | Knows skills used in producing audio broadcasts |
| | | | | | 3. | Knows skills used in producing video recordings |
Language Arts |
| | Standard 10. Understands the characteristics and components of the media |
| | | Level I (Grade K-2) |
| | | | Benchmark 4. | Understands that media messages and products are created by people (e.g., individuals and groups) and represent real and imaginary experience |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands media messages are created by people |
| | | | | | 3. | Understands media messages represent real experiences |
| | | | | | 4. | Understands media messages represent imaginary experience |
| | | | | | 5. | Understands media products represent real experiences |
| | | | | | 6. | Understands media products represent imaginary experience |
| | | Level II (Grade 3-5) |
| | | | Benchmark 3. | Knows that a variety of people are involved in the creation of media messages and products (e.g., actors, directors, cinematographers, producers, scriptwriters, graphic artists, illustrators, news photographers) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows variety of people involved in creation of media messages |
| | | | | | 2. | Knows people involved in creation of media products |
| | | | | | 3. | Knows actors are involved in creation of media |
| | | | | | 4. | Knows directors are involved in creation of media |
| | | | | | 5. | Knows cinematographers are involved in creation of media |
| | | | | | 6. | Knows producers are involved in creation of media |
| | | | | | 7. | Knows scriptwriters are involved in creation of media |
| | | | | | 8. | Knows graphic artists are involved in creation of media |
| | | | | | 9. | Knows illustrators are involved in creation of media |
| | | | | | 10. | Knows news photographers are involved in creation of media |
| | | | Benchmark 4. | Understands that media messages and products are composed of a series of separate elements (e.g., shots in movies, sections of a newspaper) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands media messages are composed of a series of separate elements |
| | | | | | 2. | Understands media products are composed of a series of separate elements |
| | | | | | 3. | Understands that separate shots in movies compose the film as a whole |
| | | | | | 4. | Understands that different sections make up a newspaper |
| | | Level III (Grade 6-8) |
| | | | Benchmark 5. | Understands aspects of media production and distribution (e.g., different steps and choices involved in planning and producing various media; various professionals who produce media, such as news writers, photographers, camera operators, film directors, graphic artists, political cartoonists) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands aspects of media production |
| | | | | | 2. | Understands aspects of media distribution |
| | | | | | 3. | Understands steps involved in planning media |
| | | | | | 4. | Understands choices involved in planning media |
| | | | | | 5. | Understands steps involved in producing media |
| | | | | | 6. | Understands choices involved in producing media |
| | | | | | 7. | Understands the role of various professionals who produce media |
| | | | | | 8. | Understands the role of news writers in producing media |
| | | | | | 9. | Understands the role of photographers in producing media |
| | | | | | 10. | Understands the role of camera operators in producing media |
| | | | | | 11. | Understands the role of film directors in producing media |
| | | | | | 12. | Understands the role of graphic artists in producing media |
| | | | | | 13. | Understands the role of political cartoonists in producing media |
| | | | Benchmark 6. | Understands the ways in which image-makers carefully construct meaning (e.g., idea and word choice by authors, images created by photographers, television programs created by groups of people, photos or cutlines chosen in newspapers) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands how an author’s idea choices construct meaning |
| | | | | | 2. | Understands how an author’s word choices construct meaning |
| | | | | | 3. | Understands how images created by photographers construct meaning
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| | | | | | 4. | Understands how television programs created by groups of people construct meaning |
| | | | | | 5. | Understands how photos are chosen for newspapers to construct meaning |
| | | | | | 6. | Understands how cut lines are chosen for newspapers to construct meaning |
| | | | Benchmark 7. | Understands influences on the construction of media messages and images (e.g., the historical period or place in which they were made; laws that govern mass media, such as truth in advertising; the socio-cultural background of the target audience; financial factors such as sponsorship; cause-and-effect relationships between mass media coverage and public opinion trends) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands influences on the construction of media |
| | | | | | 2. | Understands the influence of the historical period in which media was made |
| | | | | | 3. | Understands the influence of the place in which media messages were made |
| | | | | | 4. | Understands laws that govern mass media |
| | | | | | 5. | Understands truth in advertising |
| | | | | | 6. | Understands the influence of the socio-cultural background of target audience |
| | | | | | 7. | Knows a variety of financial factors that may influence media construction |
| | | | | | 8. | Understands sponsorship as a financial factor |
| | | | | | 9. | Understands cause-and-effect relationships between mass media coverage and public opinion trends |
| | | Level IV (Grade 9-12) |
| | | | Benchmark 4. | Understands production elements that contribute to the effectiveness of a specific medium (e.g., the way black-and-white footage implies documented truth; the way set design suggests aspects of a character’s socio-cultural context; effectiveness of packaging for similar products and their appeal to purchasers) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the way black-and-white footage implies documented truth |
| | | | | | 2. | Understands way set design suggests aspects of characters socio-cultural context |
| | | | | | 3. | Understands effectiveness of packaging for similar products |
| | | | | | 4. | Understands appeal to purchasers by packaging |
| | | | Benchmark 5. | Understands aspects of media ownership and control (e.g., concentration of power and influence with a few companies; diversification of media corporations into other industries; the commercial nature of media; influence of origins on a media message or product) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands aspects of media ownership |
| | | | | | 2. | Understands aspects of media control |
| | | | | | 3. | Understands concentration of power with a few companies |
| | | | | | 4. | Understands influence with a few companies |
| | | | | | 5. | Understands diversification of media corporations into other industries |
| | | | | | 6. | Understands commercials nature of media |
| | | | | | 7. | Understands influence of origins on media message |
| | | | | | 8. | Understands influence of origins on media products |
| | | | Benchmark 6. | Understands the influence of different factors (e.g., media owners, sponsors of specific programs, codes governing advertising aimed at children, copyright laws) on media production, distribution, and advertising (e.g., whether a program is scheduled late at night or at peak times, whether a film is released in theaters or only on video) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands influence of different factors on media |
| | | | | | 2. | Understands influence of different factors on production |
| | | | | | 3. | Understands influence of different factors on distribution |
| | | | | | 4. | Understands influence of different factors on advertising |
| | | | | | 5. | Understands influence of media owners on media |
| | | | | | 6. | Understands influence of media owners on production |
| | | | | | 7. | Understands influence of media owners on distribution |
| | | | | | 8. | Understands influence of media owners on advertising |
| | | | | | 9. | Understands influence of sponsors of specific programs on media |
| | | | | | 10. | Understands influence of sponsors of specific programs on production |
| | | | | | 11. | Understands influence of sponsors of specific programs on distribution |
| | | | | | 12. | Understands influence of sponsors of specific programs on advertising |
| | | | | | 13. | Understands influence of codes governing advertising aimed at children on media |
| | | | | | 14. | Understands influence of codes governing advertising aimed at children on production |
| | | | | | 15. | Understands influence of codes governing advertising aimed at children on distribution |
| | | | | | 16. | Understands influence of codes governing advertising aimed at children on advertising |
| | | | | | 17. | Understands influence of copyright laws on media |
| | | | | | 18. | Understands influence of copyright laws on production |
| | | | | | 19. | Understands influence of copyright laws on distribution |
| | | | | | 20. | Understands influence of copyright laws on advertising |
| | | | | | 21. | Understands why program is scheduled late at night |
| | | | | | 22. | Understands why program is scheduled at peak times |
| | | | | | 23. | Understands why film is released in theaters |
| | | | | | 24. | Understands why film is released on video |
| | | | Benchmark 8. | Understands the extent to which audience influences media production (e.g., selection of audiences on the basis of their importance to advertisers or media institutions; production of programs with high audience ratings and low production costs, such as game shows; how media producers determine or predict the nature of audiences) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands selection of audiences on basis of importance to advertisers |
| | | | | | 2. | Understands selection of audiences on basis of importance to media institutions |
| | | | | | 3. | Understands production of programs with high audience ratings (game shows) |
| | | | | | 4. | Understands production of programs with low production costs (game shows) |
| | | | | | 5. | Understands how media producers determine nature of audience |
| | | | | | 6. | Understands how media producers predict nature of audience |
| | | | Benchmark 9. | Understands the relationship between media and the production and marketing of related products (e.g., how and why books are reissued in conjunction with film releases; how the target audience for a film determines the range of products marketed and this marketing in turn helps shape the film) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands relationship between media and production of related products |
| | | | | | 2. | Understands relationship between media and marketing of related products |
| | | | | | 3. | Understands how books are reissued in conjunction with film releases |
| | | | | | 4. | Understands why books are reissued in conjunction with film releases |
| | | | | | 5. | Understands how target audience for film determines range of products marketed |
| | | | | | 6. | Understands marketing of products for a film helps shape the film |
| | | Level 7 (Grade 13-13) |
| | | | Benchmark 1. | Uses principles and techniques (e.g., purpose, point of view, images, texts, language, sound) to create coherent productions through a variety of media |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Uses purpose to create productions through a variety of media. |
| | | | | | 2. | Uses point of view to create productions through a variety of media. |
| | | | | | 3. | Uses images to create productions through a variety of media. |
| | | | | | 4. | Uses texts to create productions through a variety of media. |
| | | | | | 6. | Uses sound to create productions through a variety of media. |
