Unit 1 — Creating
Description
Students are introduced to media arts by exploring materials, ideas, and how these can be used to tell stories. They connect with multiple art movements, a variety of cultural art throughout history, and diverse artists. Upon exposure to these works, students are inspired to create their own artwork. Students engage in individual and collaborative exploration of materials and ideas through brainstorming, experimentation, and investigation. They build skills with art tools and materials while learning safe procedures for studio spaces. Students also learn to represent natural and constructed environments and repurpose everyday objects to create new forms.
Essential Questions
- How do media artists generate ideas and formulate artistic intent?
- How do artists work and learn from trial and error?
- How can an artist construct a media artwork that conveys purpose, meaning, and artistic quality?
- What role does persistence play in revising, refining, and developing work?
Learning Objectives
- Engage in exploration of materials and ideas through multiple approaches to solve art and design problems
- Create art through observation and investigation of the world in response to personal interests and curiosity
- Build skills and knowledge of materials and tools through various approaches to art making
- Demonstrate safe procedures for using and cleaning art tools, equipment, and studio spaces
- Create art that represents natural and constructed environments and repurpose objects to make something new
- Discover, share, and express ideas for media artworks through experimentation, sketching, and modeling
- Brainstorm and improvise multiple ideas using a variety of tools, methods, and materials
- Create and assemble content for media arts productions using basic principles such as pattern and repetition
Supplemental Resources
- Markers for exploring color and line in creating artwork
- Construction paper for layering and collage-based art making
- Graphic organizers for planning and brainstorming artistic ideas
Music - Creating
Media Arts - Creating
Students employ mathematical thinking to explore patterns, measurements, and spatial relationships in artmaking and design. Mathematical concepts support the development of visual compositions and understanding of geometric properties in art.
Students investigate natural and constructed environments through observation and experimentation. Scientific inquiry processes inform artistic exploration of materials, their properties, and transformations.
Students use written and oral communication to describe, analyze, and interpret artworks. Narrative and descriptive writing support artistic expression and reflection on creative processes.
Formative Assessments
- Group work and collaborative projects demonstrating exploration and problem-solving
- Class discussions about materials, ideas, and creative processes
- Question-and-answer sessions to assess understanding of art vocabulary and concepts
- Observation of students as they explore materials and engage in creative experimentation
Summative Assessment
Completion of tasks demonstrating understanding of elements and principles of art, including identifying these elements from a variety of artworks and creating original work that shows multiple ways to employ artistic elements and principles to express a personal response to a creative problem
Benchmark Assessment
— not configured —
Alternative Assessment
Students may demonstrate understanding through hands-on exploration of materials with teacher observation and guidance, or by creating artwork with simplified or pre-selected materials and tools. Visual supports such as picture cards showing art techniques or material options may be provided to support planning and decision-making.
IEP (Individualized Education Program)
Students may benefit from visual step-by-step supports when learning to use new art tools and materials, helping them follow studio procedures with greater independence. Teachers should offer flexible output modes — such as verbal explanation, gesture, or demonstration — when students are asked to share their creative ideas or process, rather than relying solely on written or spoken responses. Scaffolded brainstorming supports, such as picture-based idea organizers or teacher-guided conferencing, can help students generate and communicate their artistic thinking. Extended time and frequent check-ins during hands-on exploration allow students to build confidence with materials at their own pace.
Section 504
Students should have access to a distraction-reduced workspace during studio exploration and tool-use practice, supporting sustained focus during creative tasks. Preferential seating near demonstration areas ensures students can clearly observe material introductions and safe studio procedures. Additional time to complete hands-on art-making tasks should be provided as needed, particularly during open-ended exploration.
ELL / MLL
Teachers should use visual demonstrations and physical modeling when introducing art materials, tools, and studio safety procedures, minimizing reliance on verbal-only instruction. Key art vocabulary — such as words related to materials, environments, and art-making processes — should be supported with picture cards or labeled visual references displayed in the classroom. Simple, clear directions paired with visual examples of expected processes or outcomes will help students access creative tasks, and opportunities to discuss ideas with a home-language partner before sharing with the group can support participation.
At Risk (RTI)
Students benefit from beginning creative exploration with familiar, hands-on materials before moving to less familiar media, allowing for early success and engagement. Teachers can provide a simplified starting point — such as focusing on one material or one element at a time — to reduce complexity while still honoring the creative intent of the task. Connecting art-making prompts to students' own environments and personal experiences helps build relevance and lowers barriers to idea generation. Frequent encouragement and brief check-ins during studio time help students stay on track and build persistence.
Gifted & Talented
Students who demonstrate quick mastery of foundational tool skills and studio procedures should be encouraged to investigate more complex relationships between materials and artistic ideas, such as exploring how a single concept can be expressed through multiple media. These students can be challenged to draw intentional connections between the art movements or cultural works they encounter and their own original creations, articulating their thinking through sketches, annotations, or verbal reflection. Opportunities for self-directed experimentation — such as combining materials in unexpected ways or exploring the same subject from multiple artistic perspectives — provide meaningful depth without simply adding more of the same work.