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Media Arts School Programs

Media Arts School Programs



This is an introductory guide to Street-Level Youth Media's program offerings. For additional sample program outlines or to set up a meeting with our team, please contact manwah@street-level.org.

This is an introductory guide to Street-Level Youth Media's program offerings. For additional sample program outlines or to set up a meeting with our team, please contact manwah@street-level.org.



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    Media Arts School Programs Media Arts School Programs Document Transcript

    • 2013/2014 MEDIA ARTS SCHOOL PROGRAMS Introductory Guide for Teachers and Arts Liaisons in Chicago Elementary and High Schools
    • Why Partner with Street-Level? For more than 17 years, Street-Level has been bringing quality media arts education opportunities to low-income students across Chicago. By partnering with us you will: increase student engagement with learning; promote artistic expression, media literacy, and digital technology proficiency; enhance students’ creativity, critical thinking and leadership skills; and support their positive social and emotional development. Our programs include media arts integration projects, after-school workshops, class electives, and field trips to our multimedia studio.
    • Contents Core Competencies and Academic Standards 5 Program Types 6 Sample Program Overviews 8 Sample Program Outlines 10
    • 4 www.street-level.org The arts must be considered an essential element of education... They are tools for living life reflectively, joyfully and with the ability to shape the future. -Shirley Trusty Corey
    • 5 Street-Level Core Competencies Street-Level’s programs prioritize engagement that leads to creative expression, emotional maturity, and social responsibility. Our focus on media literacy helps youth develop essential critical thinking skills; our use of digital tools helps youth develop technical skills essential to the 21st century workplace; and our focus on social responsibility helps youth develop healthy attitudes and life skills essential to success. Academic Standards Our programs meet some or all of the following Common Core Standards: CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text; CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas; CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text; CCSS.ELA-Literacy. CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole; CCSS.ELA-Literacy. CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text; CCSS. ELA-Literacy. CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words; CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take; CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently Our programs meet some or all of the following Illinois Fine Arts Standards: 25.A.4 Analyze and evaluate the effective use of elements, principles and expressive qualities in a composition/ performance in dance, drama, music and visual arts; 25.A.3e Analyze how the elements and principles can be organized to convey meaning through a variety of media and technology; 25.B.5 Understand how different art forms combine to create an interdisciplinary work; 26.A.5 Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas; 26.B.5 Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision making; 27.B.5 Analyze how the arts shape and reflect ideas, issues or themes in a particular culture or historical period 25.A.5 Analyze and evaluate student and professional works for how aesthetic qualities are used to convey intent, expressive ideas and/or meaning. 26.A.3e Describe how the choices of tools/technologies and processes are used to create specific effects in the arts. 26.A.4e Analyze and evaluate how tools/technologies and processes combine to convey meaning. 26.A.5 Common for all four arts: Analyze and evaluate how the choice of media, tools, technologies and processes support and influence the communication of ideas. 26.B.5 Common for all four arts: Create and perform a complex work of art using a variety of techniques, technologies and resources and independent decision making.
    • 6 www.street-level.org Program Types Media Arts Integration Street-Level develops media arts integration curriculum to enhance your in-classroom teaching of core subjects for grades 6 through 12. These programs run between 6 to 12 weeks, with 1-2 sessions per week, and usually include field trips to Street-Level’s multimedia studio. Electives We also provide partnering schools the opportunity to offer media arts classes for school credit. We help define specific curriculum goals and implement the instructional strategies needed to achieve them. Our electives bring the intensive focus of after school workshops into the school day, helping schools meet competetive educational demands. After-School (OST) Workshops Our workshops target youth ages 12-18 and may last 8-12 weeks, with 1-3 sessions per week. These workshops may be student driven or developed in collaboration with school partners to address specific themes. In both cases, students learn media production while building conscientious community. Field Trips These 2-3 day sessions hosted at our multimedia studio are a great option for schools that do not have the time or resources to work with us year-round, but are interested in exposing students to media arts or integrating media production into some component of their regular classwork. Do It Together - Custom Programming Whatever your budget or timeframe, you can expose your students to hands-on media arts production. Whether your students are working with digital tools for the first time, or you have an intermediate to advanced group that needs some complementary instruction for a special project, contact us for a synergic planning session.
    • 7 “We encourage youth to explore their interests, take creative risks, learn new things, and learn to learn —perhaps the most important skill we can give them.” -Manwah Lee, Street-Level Executive Director
    • 8 www.street-level.org Sample Program Overviews Anime Students apply multimedia techniques to create and distribute their own Japanese cartoon and animated characters, stories, and manga. They also work within small groups to create collaborative pieces. Multimedia Journalism The voice of the new generation is often lost, but with digital media tools and internet savvy skills, students learn how to articulate and publish what they consider newsworthy, and learn how they can reach a wider audience. Gender in Media Students analyze portrayals of gender in popular culture. Through multimedia projects, they express how they view themselves in relationship to media and work towards developing their own identity. Graphic Design and Photography Students gain skills in personal and politial communication through graphic arts and photography. Participants collaborate and problem solve within small groups.
    • 9 Sample Program Overviews cont. Multimedia Antiviolence Project Chicago is one of the most violent cities in the country. This project teaches students to use a variety of digital art tools to identify causes and solutions to violence while promoting peace-building. Music Video Building on the foundation of music that students create or enjoy, they learn concept development, storyboarding, studio and location shooting and editing to produce original music videos. Musicology While exploring both the fundamentals and the advanced sides of musical artistry, students learn beat making, composition, lyric writing, and audio engineering to produce original songs. Stop-Motion Animation Students learn basic camera technique, lighting, and animation software to create and distribute stop-motion animated videos of their own stories and concepts.
    • 10 www.street-level.org Sample Program Outline Gender in Media 20 / 30 / 40 hours SUMMARY Students develop a stronger, healthier, sense of self by critically looking at how mass media and art have historically portrayed gender. Students learn to use photography, video, and/or music to express themselves and develop positive gender identities. ILlINOIS FINE ARTS STANDARDS 25.A.3e 25.A.4 25.A.5 26.A.3e 26.A.4e 26.A.5 26.B.5 COMMON CORE STANDARDS CCSS.ELA-Literacy.CCRA.R.1 CCSS.ELA-Literacy.CCRA.R.6 CCSS. ELA-Literacy.CCRA.R.7 CCSS.ELA-Literacy.CCRA.R.10 OUTCOMES • Reflect on self-image and gender beliefs • Identify and critique stereotypes in mass media • Uncover and deconstruct the beauty myth • Critique mass media for objectification • Identify strong and healthy role models • Develop a healthy understanding of beauty • Create photo, video, and or music projects that explore gender identity
    • 11 Sample Program Outline Gender in Media 20 / 30 / 40 hours STEPS: CENTRAL QUESTIONS 1. Establish group identity: who are we and why are we here? 2. Examine mass media and artistic representations: how has gender been portrayed? 3. Examine the problem of stereotypes: what are stereotypes and how do they work? 4. People: dignified vs. objectified: what does it mean to objectify someone? 5. The beauty myth and gender extremes: what is the beauty myth? 6. Fight insecurities: what are my insecurities and where do they come from? 7. Finding your strength: who are some great role models? 8. Challenging cultural norms: how can we influence change? 9. Positive gender identity in mass media: what does it look like in art, fashion, and music? 10. Showcase and distribute final project: what did we get out of this program, and how can we showcase and distirbute our work? SAMPLE DELIVERABLES • Signed pact (1 per 10 hours) • Personal feature (1 per 10 hours) • Peer portrait (1 per 10 hours) • Self portrait (1 per 10 hours) • Video diary (1 per 10 hours) • Slideshow (1 per 10 hours) • Review Analyze Critique Discuss tool (RACD) (1 per 10 hours) • The 5-Sentence Test (Form 5-ST) (1 per 10 hours) • Student survey (1)
    • 12 www.street-level.org Sample Course / Program Outline Stop-Motion Animation 20 / 30 / 40 hours SUMMARY Students explore various types of animation and produce simple original stop­ motion videos. They learn basic camera technique, lighting, and animation software, as well as how to storyboard, set design, script and voice act original narratives. They also produce audio elements vital to creating settings and soundtracks (music, voice overs, sound effects, etc.) and upload content to the internet. ILlINOIS FINE ARTS STANDARDS 25.A.4 25.A.3e 25.B.5 26.A.5 26.B.5 27.B.5 COMMON CORE STANDARDS CCSS.ELA-Literacy.CCRA.R.2 CCSS.ELA-Literacy.CCRA.R.3 CCSS.ELA-Literacy.CCRA.R.5 CCSS.ELA-Literacy.CCRA.R.6 CCSS. ELA-Literacy.CCRA.R.7 CCSS.ELA-Literacy.CCRA.R.9 OUTCOMES • Construct visual elements (characters, backgrounds, titles, etc.) • Identify shot elements and composition • Create storyboards and scripts • Use digital cameras to take well­ composed pictures and / or capture video footage - • Use a variety of shots and angles to create effects and convey meaning • Upload content to the internet • Work collaboratively • Give and receive constructive feedback
    • 13 Sample Course / Program Outline Stop-Motion Animation 20 / 30 / 40 hours STEPS: CENTRAL QUESTIONS 1. Intro to stop-motion animation: what is stop-motion animation? 2. Explore and experiment: what can we animate and how do we do it? 3. Brainstorm, outline, and create story elements: who are the characters, what are the settings, plots, and themes? 4. Storyboard, script, and continue creating story elements: how do we map out our animation? 5. Film: how do we produce an animation scene? 6. Film: how do make our scenes into a story? 7. Edit: how do we edit content? 8. Share and critique: how can we improve our work? 9. Revise: how can we improve our work? 10. Showcase and upload to internet: how can we distribute our work? SAMPLE DELIVERABLES • Review Analyze Critique Discuss tool (RACD) (1 per 10 hours) • The 5-Sentence Test (Form 5-ST) (1 per 10 hours) • Peer portraits (2 per 10 hours) • Self portraits (1 per 10 hours) • Other characters (2 per 10 hours) • Landscapes (2 per 10 hours) • Storyboard (1) • Script (1) • Polished manga (1) • Student surveys (2)
    • 1637 North Ashland Chicago, IL 60622 Ph. 773.862.5331 Fax. 773.969.5396 www.street-level.org