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.
Validate God as the Creator.
Envision, formulate, and generate artistic goals, ideas, and solutions for media artworks using personal experience and/or the work of others through brainstorming, concept modeling, and experimenting. (MA:Cr1.1.5-8)
Develop, organize, design, structure, and critique ideas, plans, models, and prototypes for media arts productions considering artistic goals, audience, and intent. (MA:Cr2.1.5-8)
Create, experiment, coordinate, and implement components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated principles (e.g., emphasis, exaggeration, point of view, perspective, narrative, structures, composition, theme, unity). (MA:Cr3.1.5-8a)
Determine, appraise, improve, and modify media artworks by intentionally emphasizing particular expressive elements to refine clarity, purpose, audience, and place. (MA:Cr3.1.5-8b)
Strategically develop media arts skills to the fullest extent always showing honor to God.
Create, validate, and integrate multiple contents and forms (e.g., media broadcast, narratives, performance, interactive video games, interdisciplinary projects, multimedia theatre). (MA:Pr4.1.5-8)
Enact, develop, exhibit, and demonstrate an increasing set of artistic design and technical skills through performing various roles in producing media artworks (e.g., formal technique, production, self-initiative, creative problem-solving, organization, strategies, collaborative communication). (MA:Pr5.1.5-8a)
Practice, develop, exhibit, and demonstrate an increasing set of creative and adaptive innovative abilities (e.g., expanding conventions, testing constraints, exploring processes, diverging and developing solutions) within and through media arts productions. (MA:Pr5.1.5- 8b)
Examine and demonstrate adaptability using tools, techniques, and content in standard/experimental ways to construct, achieve an assigned purpose, and communicate intent in the production of media artworks. (MA:Pr5.1.5-8c)
Compare, analyze, evaluate, and design various presentation formats in order to fulfill tasks and defined processes in the presentation and/or distribution of media artworks demonstrating proficiency in multiple formats. (MA:Pr6.1.5-8a)
Compare, analyze, and evaluate results of and improvements for presenting media artworks, considering impacts on personal growth and external effects. (MA:Pr6.1.5-8b)
Reflect Christian principles when making connections with media artworks.
Identify, describe, compare, contrast, and analyze the qualities of components and the relationships between them demonstrating proficiency in style of media artworks. (MA:Re7.1.5-8a)
Identify, describe, analyze, compare, and contrast how various forms, methods, and styles in media artworks manage audience experience while creating intention. (MA:Re7.1.5-8b)
Determine, compare, and analyze personal and group intent of a variety of media artworks, considering intention, with given and self-developed criteria. (MA:Re8.1.5-8)
Determine, develop, and apply specific criteria to evaluate various media artworks and production processes, considering context and artistic goals, to practice constructive feedback. (MA:Re9.1.5-8)
Analyze and evaluate that all talents and gifts come from God.
Access, evaluate, and use internal and external resources (e.g., interests, experiences, research, exemplary works) to inform the creation of media artworks demonstrating proficiency in the application of cultural and societal knowledge. (MA:Re10.1.5-8a)
Examine, explain, and show how media artworks form new meanings and knowledge (e.g., news, cultural and historical events, experiences, learning) in local and global events. (MA:Re10.1.5-8b)
Research and demonstrate how media artworks and ideas relate to personal, social, and community life through individual identity, history, entertainment, ethics, vocations, democracy, and connecting people and places. (MA:Re11.1.5-8a)
Examine, discuss, analyze, and responsibly interact with media arts tools and environments considering copyright, ethics, media literacy, legal and technological contexts, and virtual worlds. (MA:Re11.1.5-8b)
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.
Through introspection, create a piece of artwork that displays a comparison of God’s view and one’s own view of self.
Combine concepts collaboratively and document early stages of the creative process to generate innovative ideas for creating art. (VA:Cr1.1.5-8a)
Apply methods to overcome creative blocks. (VA:Cr1.1.7a)
Develop criteria to guide the making of a work of art or design to meet an identified goal. (VA:Cr1.2.5-8a)
Demonstrate persistence in developing skills with various materials, methods, and approaches, exhibiting willingness to pursue new ideas, forms, and meanings that emerge in the process of artworks and design. (VA:Cr2.1.5-8a)
While creating quality craftsmanship, demonstrate and explain awareness of ethical responsibility and environmental implications when posting images and other materials through the Internet/social media. (VA:Cr2.2.5-8a)
Apply visual organizational strategies to produce a work of art, design, or media that clearly communicates compelling presentations. (VA:Cr2.3.5-8a)
Reflect on and explain important information about personal artwork in an artist statement. (VA:Cr3.1.5-8a)
Collaboratively investigate and exhibit the intricate plans God gave for the construction of biblical structures and/or objects to reflect His glory.
Define the roles and responsibilities of a curator and compare and contrast how technologies have changed the way different types of artwork are preserved, presented, and experienced, demonstrating proficiency in evaluating a collection of artworks for presentation. (VA:Pr4.1.5- 8a)
Individually or collaboratively, develop a visual plan for displaying works of art, analyzing exhibit space, the needs of the viewer, and the layout of the exhibit; demonstrate proficiency in formulating exhibition narratives for the viewer. (VA:Pr5.1.5-8a)
Assess, explain, compare, and analyze how museums or other venues provide information about a specific concept or topic, reflect history and values of a community, and influence ideas, beliefs, and experiences. (VA:Pr6.1.5-8a)
Critique a work of art using the perspective of the Adventist worldview.
Compare, identify, and explain how the interpretation of the method of display (e.g., the location, and culture/environment) influences how an artwork is perceived and valued. (VA:Re7.1.5-8a)
Identify, analyze, compare and contrast multiple ways visual components influence ideas, emotions, actions, and specific audiences. (VA:Re7.2.5-8a)
Interpret art by analyzing characteristics of form, structure, and visual elements, distinguishing between relevant and non-relevant subject matter; use media to identify ideas and moods conveyed. (VA:Re8.1.5-8a)
Develop and evaluate relevant criteria for a work of art recognizing differences in styles, genres, media, and historical and cultural contexts; demonstrate proficiency in creating a convincing and logical argument to support an evaluation of art. (VA:Re9.1.5-8a)
Develop a digital piece of artwork that displays Adventist principles, demonstrating proficiency in formulating an artist’s statement that is evidence of one’s beliefs.
Apply formal and conceptual vocabularies of art and design to represent surroundings in new ways through artmaking. (VA:Cn10.1.5a)
When making art, generate a collection of ideas reflecting current community interests and concerns by reinforcing positive aspects of group identity. (VA:Cn10.1.6-8a)
Identify and analyze how art is used to inform or change beliefs, values, and behaviors of an individual or society, demonstrating proficiency in establishing, reinforcing, and reflecting group identity. (VA:Cn11.1.5-8a)
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.
Explain how musical works can be created to glorify God.
With support, generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent and connect to specific purpose and context (e.g., spiritual, personal, social, cultural).(MU:Cr1.1.5-8a)
Generate musical ideas (e.g., rhythms, melodies, accompaniment patterns) within specific related tonalities, meters, and simple chord changes. (MU:Cr2.1.5-8a)
With support, select, organize, construct, and document personal musical ideas for arrangements, and compositions within AB, ABA, or theme and variation forms that demonstrate an effective beginning, middle, and ending, and convey expressive intent. (MU:Cr2.1.5-8b)
Use standard and/or iconic notation and/or audio/video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic sequences. (MU:Cr3.1.5-8a)
Evaluate one’s own work, applying teacher-selected criteria (e.g., appropriate application of elements of music, compositional techniques) including style, form, and use of sound sources. (MU:Cr3.1.5-8a)
Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (e.g., teacher, peers). (MU:Cr3.1.5-8b)
Present the final version of one’s documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent. (MU:Cr3.2.5-8a)
Explain or demonstrate ways in which a performer can glorify God and bless others.
Apply teacher-provided, collaboratively-developed, or personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context; after discussion, identify expressive qualities, technical challenges, and reasons for choices. (MU:Pr4.1.5-8a)
Explain and compare the structure of contrasting pieces of music selected for performance and how elements of music are used in each.(MU:Pr4.2.5-8a)
With support, when analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, dynamics, tempo, and form. (MU:Pr4.2.5-8b)
Identify how cultural and historical context inform performances and result in different music interpretations. (MU:Pr4.2.5-8c)
Perform contrasting pieces of music demonstrating personal interpretations of the elements of music and expressive qualities (e.g., dynamics, tempo, timbre, articulation/style, phrasing) to convey intent. (MU:Pr4.3.5-8a)
Identify and apply teacher-provided and collaboratively-developed criteria (e.g., correct interpretation of notation, technical skill of performer, originality, emotional impact, variety) to rehearse, refine, and determine when the music is ready to be performed. (MU:Pr5.1.5-8a)
Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time. (MU:Pr5.1.5-8b)
Perform the music with technical accuracy and stylistic expression to convey the creator’s intent. (MU:Pr6.1.5-8a)
Demonstrate performance decorum (e.g., stage presence, attire, behavior) and audience etiquette appropriate for venue, purpose, context, and style. (MU:Pr6.1.5-8b)
Compare and contrast different Christian music genres and identify how they can affect one’s relationship with God.
Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose. (MU:Re7.1.5-8a)
Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. (MU:Re7.2.5-8a)
Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods. (MU:Re7.2.5-8b)
Support personal interpretation of contrasting programs of music and explain how creators/performers apply the elements of music and expressive qualities within genres, cultures, and historical periods to convey expressive intent. (MU:Re8.1.5-8a)
Apply teacher-provided, collaboratively-developed, or personally-developed criteria to evaluate musical works or performances. (MU:Re9.1.5-8a)
Analyze hymns, scripture songs, and other spiritual selections and identify connections to the creator’s intent.
Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating performing, and responding to music. (MU:Cn10.1.5-8a)
Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. (MU:Cn11.1.5-8a)
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.
Investigate multiple perspectives and solutions to staging challenges in a drama work. (TH:Cr1.1.5-8a)
Identify and explore solutions to design challenges of a performance space in a drama work. (TH:Cr1.1.5-8b)
Describe how a character’s inner thoughts, objectives, and motivations impact the story and given circumstances in a drama work. (TH:Cr1.1.5-8c/TH:Pr5.1.5-8a)
Use critical analysis to improve, refine, and develop original ideas and artistic choices based on background knowledge in a drama work. (TH:Cr2.1.5-8a)
Participate in defined responsibilities and demonstrate respect for self and others while preparing and presenting a drama work. (TH:Cr2.1.5-8b)
Demonstrate focus and concentration in the rehearsal process to analyze, revise, and improve choices in a drama work. (TH:Cr3.1.5-8a)
Develop effective physical and vocal traits of characters in an improvised or scripted drama work. (TH:Cr3.1.5-8b)
Consider multiple planned designs and technical elements (e.g., lighting, sound, projections, music) during the rehearsal process for a devised or scripted drama work. (TH:Cr3.1.5-8c)
Collaborate on ways to express, through drama, Christlike traits (e.g., acceptance, humility, compassion) and perform for others.
Develop self-confidence through participation in drama experiences.
Identify the essential events in a story or script that make up the dramatic structure in a drama work. (TH:Pr4.1.5-8a)
Experiment with various physical choices to communicate character in a drama work. (TH:Pr4.1.5-8b)
Choose a variety of technical elements that can be applied to a design in a drama work. (TH:Pr5.1.5-8b)
Participate in rehearsals for a drama work that will be shared with an audience. (TH:Pr6.1.5- 8a)
Identify technical elements to enrich a drama work based on a story or event that illustrates one of the Adventist Fundamental Beliefs (e.g., Sabbath, Second Coming, Creation).
Cite personal reactions to artistic choices made in a drama work through participation and observation. (TH:Re7.1.5-8a)
Explain how artists make choices based on personal experience in a drama work. (TH:Re8.1.5-8a)
Identify and describe how cultural perspectives may influence the evaluation of a drama work. (TH:Re8.1.5-8b)
Discuss and apply personal aesthetics, preferences, and beliefs to evaluate a drama work. (TH:Re8.1.5-8c)
Use supporting evidence and criteria to evaluate a drama work. (TH:Re9.1.5-8a)
Consider production elements (e.g., lights, special effects, sound, props) to assess the aesthetics in a drama work. (TH:Re9.1.5-8b)
Identify how the intended purpose of a drama work appeals to a specific audience. (TH:Re9.1.5-8c)
Using a variety of media, design a costume or basic background set that connects to the time period of early Adventist Heritage.
Explain how drama connects oneself to a community or culture. (TH:Cn10.1.5-8a)
Investigate historical, global, and social issues expressed or implied in a drama work. (TH:Cn11.1.5-8a)
Analyze commonalities and differences between story plots set in different cultures. (TH:Cn11.2.5-8a)
Examine artifacts from a time period and geographic location to better understand performance and design choices in a drama work. (TH:Cn11.2.5-8b)
NAD Standards // Fine Arts
The Adventist multigrade curriculum enables learners to develop a life of faith in God, and use their knowledge, skills, and understandings to serve God and humanity.
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.
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