How can ideas for media arts productions be formed and developed to be effective and original while honoring God?
Media arts ideas and works are shaped by God-given imagination, creative processes, and experiences.
Recognize God as the Creator.
Express, discover, develop, and conceive original artistic goals for media artworks using a variety of creative methods (e.g., brainstorming, modeling). (MA:Cr1.1.1-4)
With support, form, create, share, and assemble ideas and plans through models for media arts productions, considering the artistic goals and presentations. (MA:Cr2.1.1-4)
Identify, construct, and assemble content for unified media arts productions, describing pattern, repetition, positioning, attention, movement, and force while applying principles (e.g., balance, contrast). (MA:Cr3.1.1-4a)
Practice, identify, analyze, and demonstrate the effects of making changes to the content by refining, altering, and completing media artworks resulting in an emphasis of elements for a purpose. (MA:Cr4.1.1-4b)
Exhibit media arts skills to the fullest extent always showing honor to God.
Combine, practice, and demonstrate varied academics, arts, and media content in artworks (e.g., an illustrated story, narrated science animation, music, movement). (MA:Pr4.1.1-4)
Describe, demonstrate, enact, and exhibit basic ability in various identified artistic designs, technical steps, and organizational roles (e.g., planning, collaborating, making compositional decisions, manipulating tools, using formal techniques and equipment) when producing media arts. (MA:Pr5.1.1-4a)
Describe, demonstrate, exhibit, and practice basic creative experimentation skills (e.g., playful practice, trial and error, invention of new content and solutions) in addressing problems within and through media arts productions. (MA:Pr5.1.1-4b)
Experiment, demonstrate, explore, and exhibit ways to use tools and techniques while obtaining and constructing media artworks. (MA:Pr5.1.1-4c)
With support, discuss, describe, identify, and explain the presentation conditions, performance of a task, as well as roles and processes in presenting or distributing artworks. (MA:Pr6.1.1-4a)
With support, discuss, identify, describe the experience, and share improvements for presenting media artworks. (MA:Pr6.1.1-4b)
Identify and discuss Christian principles when making connections with media artworks.
Identify, describe, and explain how meanings are created by components in media artworks. (MA:Re7.1.1-4a)
With support, identify and describe how various forms, methods, and styles in media artworks create and manage audience experience. (MA:Re7.1.1-4b)
With support, identify, determine, and explain the purposes and meanings of media artworks, while considering and describing context. (MA:Re8.1.1-4)
Identify, discuss, and apply basic criteria for evaluating and improving media artworks, considering its production processes, viewers, and context. (MA:Re9.1.1-4)
Identify and explain that all talents and gifts come from God.
Examine and use personal experience with external resources (e.g., interests, models, research, cultural understanding) to create media artworks. (MA:Cn10.1.1-4a)
Discuss, identify, examine, and show how media artworks form meanings and/or cultural experiences, including popular media, local and global networks through online environments. (MA:Cn10.1.1-4b)
Identify, discuss, and explain how media artworks and ideas relate to everyday life, such as popular media, connections with family/friends, imagination vs. reality, cultural life, influence of values, online behavior, and technology use. (MA:Cn11.1.1-4a)
Examine and interact appropriately with media arts tools and environments considering safety, rules, and fairness. (MA:Cn11.1.1-4b)
What conditions, attitudes, and behaviors enable the development of God-given creativity and innovative thinking in the visual arts?
Created in God’s image, we are capable of using creativity and innovative thinking to reflect our ideas, feelings, and emotions through visual representations.
Based on personal reflection, create artwork that portrays God’s character.
Brainstorm collaboratively multiple approaches to an art or design problem. (VA:Cr1.1.1-4a)
Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the art-making process. (VA:Cr1.2.1-4a)
Explore, experiment, and create using various materials and tools to share personal interests in a work of art or design. (VA:Cr2.1.1-4a)
Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes. (VA:Cr2.2.1-4a)
Identify, classify, document, and describe individually or collaboratively, uses of everyday objects through drawings, diagrams, sculptures, maps, or other visual means. (VA:Cr2.3.1-4a)
Repurpose objects to make something new. (VA:Cr2.3.2a)
Use art vocabulary to describe creative choices, adding details and/or revising artwork on the basis of insights gained through peer discussion. (VA:Cr3.1.1-4a)
Collaboratively investigate and show the intricate plans God gave for the construction of biblical structures and/or objects to reflect His glory.
Explain, categorize, and investigate reasons for saving and displaying objects, artifacts, and artwork, analyzing how past, present, and emerging technologies have impacted the preservation and presentation of artwork. (VA:Pr4.1.1-4a)
Identify exhibit space and prepare works of art including artists’ statements for presentation. (VA:Pr5.1.1-3a)
Determine the various considerations for presenting and protecting art in diverse locations, indoor or outdoor settings, in temporary or permanent forms, and in physical or digital formats. (VA:Pr5.1.4a)
Compare and contrast roles, responsibilities, and purposes of art museums, art galleries, virtual spaces, and other venues, as well as the types of personal experiences they provide. (VA:Pr6.1.1-4a)
Discuss works of art using the perspective of the Adventist worldview.
Perceive and describe aesthetic characteristics of one’s environment, speculating about processes an artist uses to create and respond to a work of art. (VA:Re7.1.1-4a)
Compare and categorize images based on expressive properties, analyzing components of visual imagery that convey messages. (VA:Re7.2.1-4a)
Interpret art by categorizing subject matter, identifying the mood, and analyzing use of media, referring to contextual information and characteristics of form. (VA:Re8.1.1-4a)
Use learned vocabulary to express preferences and apply a set of criteria to classify and evaluate more than one work of art. (VA:Re9.1.1-4a)
Collaboratively construct a digital piece of artwork that supports Adventist principles.
Create a work of art based on observations of surroundings, while reflecting community and cultural traditions. (VA:Cn10.1.1-4a)
Compare, recognize, and infer through observation information about time, place, and culture in which a work of art was created. (VA:Cn11.1.1-4a)
How does God intend for us to use music?
Music is a gift from God, producing beauty of form and harmony through which we can express and share ideas, feelings, and emotions.
Discuss how musical works can be created to glorify God.
With guidance, improvise rhythmic and melodic patterns, and describe connection to specific purpose and context (e.g., spiritual, personal, social, cultural). (MU:Cr1.1.1-4a)
With guidance, generate musical ideas (e.g., rhythms, melodies) within a given tonality and/or meter. (MU:Cr1.1.1-4b)
With guidance, demonstrate and discuss selected musical ideas that represent personal expressive intent. (MU:Cr2.1.1-4a)
With guidance, use iconic and/or standard notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas. (MU:Cr2.1.1-4b)
With guidance, discuss, evaluate, and apply personal, peer, and teacher feedback to revise one’s musical ideas to show improvement over time. (MU:Cr3.1.1-4a)
With guidance, convey expressive intent for a specific purpose by presenting a final version of one’s musical ideas to peers or informal audience. (MU:Cr3.2.1-4a)
Discuss how the diversity of musical expression can be used to glorify God and bless others.
With guidance, demonstrate and discuss how the selection of music to perform is influenced by personal interest, knowledge, purpose, and technical skill. (MU:Pr4.1.1-4a)
With guidance, demonstrate understanding of music concepts and structure (e.g., form, rhythm, phrasing) in music from a variety of cultures selected for performance. (MU:Pr4.2.1-4a)
When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic or standard notation. (MU:Pr4.2.1-4b)
With guidance, describe how context (e.g., spiritual, personal, social, cultural) can inform performances and result in different music interpretations. (MU:Pr4.2.1-4c)
Demonstrate and describe how expressive intent is conveyed through expressive qualities (e.g., dynamics, tempo, timbre). (MU:Pr4.3.1-4a)
With guidance, apply teacher-provided and collaboratively-developed criteria and feedback to evaluate accuracy and expressiveness of ensemble performances. (MU:Pr5.1.1-4a)
With guidance, rehearse, identify, and apply strategies to refine interpretive performance, expressive qualities, and technical challenges of music to show improvement over time. (MU:Pr5.1.1-4b)
With guidance, perform music (alone or with others) using expression and technical accuracy. (MU:Pr6.1.1-4a)
Demonstrate performance decorum (e.g., stage presence, attire, behavior) and audience etiquette appropriate for the context, venue, and genre. (MU:Pr6.1.1-4b)
Reflect on how the influence of music can affect one’s relationship with God.
With guidance, identify and demonstrate how selected music connects to and is influenced by personal interests, experiences, or purposes. (MU:Re7.1.1-4a)
With guidance, demonstrate and identify how specific music concepts (e.g., beat, pitch) are used in various styles of music for a purpose, and how a response to music can be informed by the structure and context (e.g., spiritual, personal, social, cultural). (MU:Re7.2.1-4a)
With guidance, demonstrate knowledge of music concepts and describe how the expressive qualities (e.g., dynamics, tempo, timbre) are used in creators’/performers’ interpretations to reflect expressive intent. (MU:Re8.1.1-4a)
With guidance, apply personal and expressive preferences in music for specific purposes; evaluate musical works, applying established criteria to describe appropriateness to the context. (MU:Re9.1.1-4a)
Select spiritual works (e.g., hymns, scripture songs), discuss the lyrics, and memorize the selections.
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. (MU:Cn10.1.1-4a)
Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and daily life. (MU:Cn11.1.1-4a)
How does drama stimulate creativity, challenge perceptions, and explore the human experience while inspiring us to learn about God’s love?
Drama is an art form that enables us to engage the senses, imagination, and intellect in telling a story that can be used to understand the human experience and God.
Collaborate with peers to create a short drama scene to show how one can share the gospel of Jesus.
Propose potential choices characters could make and new details in a guided drama experience (e.g., process drama, story drama, creative drama). (TH:Cr1.1.1-4a)
Collaborate with peers to imagine and articulate ideas for costumes, props, and sets for the environments and characters in a drama work. (TH:Cr1.1.1-4b)
Collaborate to determine how characters might move and speak to support the story and given circumstances in a drama work. (TH:Cr1.1.1-4c/TH:Pr5.1.1-4a)
Collaborate by asking questions about characters and plots to devise meaningful dialogue in a guided drama experience. (TH:Cr2.1.1-4a)
Compare ideas with peers and make selections that will enhance and deepen a group drama work. (TH:Cr2.1.1-4b)
Collaborate with peers to revise, refine, and adapt ideas to fit the given parameters of a drama work. (TH:Cr3.1.1-4a)
Use and adapt sounds and movements in a guided drama experience. (TH:Cr3.1.1-4b)
Collaborate on solutions for design and/or technical problems (e.g., lighting, sound, projections, music) that arise in rehearsal. (TH:Cr3.1.1-4c)
Discuss ways that one can express Christlike traits (e.g., cheerfulness, reverence, forgiveness) and apply to a drama performance.
Develop self-confidence through participation in drama experiences.
Interpret story elements (e.g., character actions, dialogue) in a guided drama experience. (TH:Pr4.1.1-4a)
Investigate how movement and voice are incorporated into a drama work. (TH:Pr4.1.1-4b)
Explore and identify the basic technical elements that can be used in a drama work. (TH:Pr5.1.1-4b)
With prompting and support, share drama work with peers as an audience. (TH:Pr6.1.1-4a)
Discuss and identify technical elements to enrich a drama work based on a biblical story.
Understand why artistic choices are made in a drama work. (TH:Re7.1.1-4a)
Explain how personal preferences and emotions affect an observer’s response in a guided drama experience. (TH:Re8.1.1-4a)
Identify causes and consequences of a character’s actions in a guided drama experience. (TH:Re8.1.1-4b)
Examine how connections are made between oneself and a character’s emotions in a drama work. (TH:Re8.1.1-4c)
Discuss how and why groups evaluate a drama work. (TH:Re9.1.1-4a)
Use a prop or costume in a guided drama experience to describe characters, settings, or events. (TH:Re9.1.1-4b)
Observe how a character’s choices impact an audience’s perspective in a drama work. (TH:Re9.1.1-4c)
Create a short drama scene based on an Adventist Heritage story.
Relate character experiences to personal experiences in a guided drama experience. (TH:Cn10.1.1-4a)
Identify connections to community, social issues, and other content areas in a drama work. (TH:Cn11.1.1-4a)
Identify similarities and differences in stories from one’s own community and multiple cultures in a guided drama experience. (TH:Cn11.2.1-4a)
Examine how artists have historically presented the same stories using different art forms, genres, or drama conventions. (TH:Cn11.2.1-4b)
A well-planned behavior management and organization system is key to creating a classroom conducive to learning, while establishing norms of behavior that help each child feel safe and protected.
Ongoing learning opportunities for teachers, staff, and administrators are provided by professional development products and experiences.
Being a Seventh-day Adventist teaching-principal is an awesome opportunity and responsibility to serve God, change lives, and further the mission of the world church.
Standards are what learners should know (content) and be able to do (skills), and serve as the framework for curriculum development.
NAD Standards // Fine Arts