The National Core Arts Standards (V)
2018-01-24USNationalCoalitionforCoreArtsStandards
[US] National Coalition for Core Arts Standards
Media Arts
Media arts standards are intended to address the diverse forms and categories of media arts, including:imaging, sound, moving image, virtual and interactive.Media arts standards do not dictate what or how to teach, but define age-appropriate outcomes for students,towards the achievement of Enduring Understandings and Artistic Literacy.They are therefore quite generalized,not specifying particular technologies or techniques,and containing very few examples of terminology and activities.The standards allow for a great diversity of instruction, methodology, and circumstance.They are adaptive to the wide range of conditions that exist currently for the form across the country.State and district standards may offer greater specificity as they are developed, and Model Cornerstone Assessments will provide more specific examples of projects, lessons, and activities.
The standards are normally presented in a linear,sequential format, which does provide a representation of the creative production process.But the standards are designed for access in a non-linear manner as well, whereby one can address any particular process,process component, or standard on an as needed basis.For example, lessons and units can easily begin within Connecting by considering a given context, move next into Responding to analyze particular examples of media arts, and then into Creating to begin production.Also, the standards represent portions of holistic creative process,and may be addressed in rapid-fire succession, as one is creating work.Therefore, a brainstorming session that is contained within Creating is also constantly accessing Responding and even Connecting.One wellstructured class, lesson, or unit can address many, if not all standards.This interactive web site offers versatility in accessing the standards for flexibility in lesson planning,instruction, and assessment.For example, process components may be selected as a primary organizational tool for some teachers.
Enduring Understandings and Essential Questions are written at one grade-level and are to be adapted by the instructor to their specific grade-level.It is advisable to view standards at lower and higher grade levels in order to view a progression of prof iciency.Nevertheless, it is assumed that students may have little or no formal media arts instruction at a particular grade level.Based on best practice, collaboration is assumed throughout the media arts standards.
#Cr1.1
Artistic Process: Creating
Process Component: Conceive
Anchor Standard: Generate and conceptualize artistic ideas and work.
Enduring Understanding: Media arts ideas, works,and processes are shaped by the imagination, creative processes, and by experiences, both within and outside of the arts.
Essential Question(s): How do media artists generate ideas? How can ideas for media arts productions be formed and developed to be effective and original?
Grade PreK
MA: Cr1.1.PKa Share ideas for media artworks through guided exploration of tools, methods, and imagining.
Grade K
MA: Cr1.1.Ka Discover and share ideas for media artworks using play and experimentation.
Grade 1
MA: Cr1.1.1a Express and share ideas for media artworks through sketching andmodeling1.
Grade 2
MA: Cr1.1.2a Discover multiple ideas for media artworks through brainstorming and improvising.
Grade 3
MA: Cr1.1.3a Develop multiple ideas for media artworks using a variety of tools, methods, and/or materials.
Grade 4
MA: Cr1.1.4a Conceive of original artistic goals for media artworks using a variety of creative methods, such as brainstorming andmodeling.
Grade 5
MA: Cr1.1.5a Envision original ideas and innovations for media artworks using personal experiences and/or the work of others.
Grade 6
MA: Cr1.1.6a Formulate variations of goals and solutions for media artworks by practicing chosen creative processes, such as sketching, improvising, and brainstorming.
Grade 7
MA: Cr1.1.7a Produce a variety of ideas and solutions for media artworks through application of chosen inventive processes, such as concept modeling andprototyping2.
Grade 8
MA: Cr1.1.8a Generate ideas, goals, and solutions for original media artworks through application of focused creative processes, such asdivergent thinking3and experimenting.
Grade HS Prof icient
MA: Cr1.1.Ia Use identifiedgenerative methods4to formulate multiple ideas, develop artistic goals, and solve problems in media arts creation processes.
Grade HS Accomplished
MA: Cr1.1.IIa Strategically utilizegenerative methodsto formulate multiple ideas, refine artistic goals,and increase the originality of approaches in media arts creation processes.
Grade HS Advanced
MA: Cr1.1.IIIa Integrate aesthetic principles with a variety ofgenerative methodsto fluently form original ideas, solutions, and innovations in media arts creation processes.
#Cr2.1
Artistic Process: Creating
Process Component: Develop
Anchor Standard: Organize and develop artistic ideas and work.
Enduring Understanding: Media artists plan, organize,and develop creative ideas, plans, and models into process structures that can effectively realize the artistic idea.
Essential Question(s): How do media artists organize and develop ideas and models into process structures to achieve the desired end product?
Grade PreK
MA: Cr2.1.PKa With guidance, form ideas into plans or models for media arts productions.
Grade K
MA: Cr2.1.Ka With guidance, use ideas to form plans or models for media arts productions.
Grade 1
MA: Cr2.1.1a With guidance, use identified ideas to form plans and models for media arts productions.
Grade 2
MA: Cr2.1.2a Choose ideas to create plans and models for media arts productions.
Grade 3
MA: Cr2.1.3a Form, share, and test ideas, plans, and models to prepare for media arts productions.
Grade 4
MA: Cr2.1.4a Discuss, test, and assemble ideas,plans, and models for media arts productions, considering the artistic goals and the presentation.
Grade 5
MA: Cr2.1.5a Develop, present, and test ideas,plans, models, and proposals for media arts productions,considering the artistic goals and audience.
Grade 6
MA: Cr2.1.6a Organize, propose, and evaluate artistic ideas, plans,prototypes, and production processes for media arts productions, considering purposeful intent.
Grade 7
MA: Cr2.1.7a Design, propose, and evaluate artistic ideas, plans,prototypes, and production processes for media arts productions, considering expressive intent and resources.
Grade 8
MA: Cr2.1.8a Structure and critique ideas, plans,prototypes, and production processes for media arts productions, considering intent, resources, and presentation context.
Grade HS Prof icient
MA: Cr2.1.Ia Apply aesthetic criteria in developing,proposing, and refining artistic ideas, plans,prototypes,and production processes for media arts productions,considering original inspirations, goals, and presentation context.
Grade HS Accomplished
MA: Cr2.1.IIa Apply apersonal aesthetic5in designing, testing, and refining original artistic ideas,prototypes, and production strategies for media arts productions, considering artistic intentions,constraints6of resources, and presentation context.
Grade HS Advanced
MA: Cr2.1.IIIa Integrate a sophisticatedpersonal aestheticand knowledge of systems processes in forming, testing, and proposing original artistic ideas,prototypes, and production frameworks, considering complexconstraintsof goals, time, resources, and personal limitations.
#Cr3.1
Artistic Process: Creating
Process Component: Construct
Anchor Standard: Refine and complete artistic work.
Enduring Understanding: The forming, integration,and refinement of aesthetic components, principles, and processes creates purpose, meaning, and artistic quality in media artworks.
Essential Question(s): What is required to produce a media artwork that conveys purpose, meaning, and artistic quality? How do media artists improve/refine their work?
Grade PreK
MA: Cr3.1.PKa Make and capture media arts content,freely and in guided practice, in media arts productions.
MA: Cr3.1.PKb Attempt and share expressive effects, freely and in guided practice, in creating media artworks.
Grade K
MA: Cr3.1.Ka Form and capture media arts content for expression and meaning in media arts productions.
MA: Cr3.1.Kb Make changes to the content, form,or presentation of media artworks and share results.
Grade 1
MA: Cr3.1.1a Create, capture, and assemble media arts content for media arts productions, identifying basic principles, such as pattern and repetition.
MA: Cr3.1.1b Practice and identify the effects of making changes to the content, form, or presentation, in order to refine and finish media artworks.
Grade 2
MA: Cr3.1.2a Construct and assemble content for unified media arts productions, identifying and applying basic principles, such aspositioning7andattention8.
MA: Cr3.1.2b Test and describe expressive effects in altering, refining, and completing media artworks.
Grade 3
MA: Cr3.1.3a Construct and order various content into unified, purposeful media arts productions,describing and applying a defined set of principles, such asmovement9andforce10.
MA: Cr3.1.3b Practice and analyze how the emphasis of elements alters effect and purpose in refining and completing media artworks.
Grade 4
MA: Cr3.1.4a Structure and arrange various content and components to convey purpose and meaning in different media arts productions, applying sets of associated principles, such asbalance11andcontrast12.
MA: Cr3.1.4b Demonstrate intentional effect in refining media artworks, emphasizing elements for a purpose.
Grade 5
MA: Cr3.1.5a Create content and combine components to convey expression, purpose, and meaning in a variety of media arts productions, utilizing sets of associated principles, such asemphasis13andexaggeration14.
MA: Cr3.1.5b Determine how elements and components can be altered for clear communication and intentional effects, and refine media artworks to improve clarity and purpose.
Grade 6
MA: Cr3.1.6a Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions, utilizing a range of associated principles, such aspoint of view15andperspective16.
MA: Cr3.1.6b Appraise how elements and components can be altered for intentional effects and audience, and refine media artworks to reflect purpose and audience.
Grade 7
MA: Cr3.1.7a Coordinate production processes to integrate content and components for determined purpose and meaning in media arts productions, demonstrating understanding of associated principles, such asnarrative structures17andcomposition18.
MA: Cr3.1.7b Improve and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.
Grade 8
MA: Cr3.1.8a Implementproduction processes19to integrate content and stylistic conventions for determined meaning in media arts productions, demonstrating understanding of associated principles, such as theme and unity.
MA: Cr3.1.8b Refine and modify media artworks,improving technical quality and intentionally accentuating selected expressive and stylistic elements, to reflect an understanding of purpose, audience, and place.
Grade HS Prof icient
MA: Cr3.1.Ia Consolidate production processes to demonstrate deliberate choices in organizing and integrating content andstylistic conventions20in media arts productions, demonstrating understanding of associated principles, such asemphasisandtone21.
MA: Cr3.1.Ib Refine and modify media artworks,honing aesthetic quality and intentionally accentuating stylistic elements, to reflect an understanding of personal goals and preferences.
Grade HS Accomplished
MA: Cr3.1.IIa Consolidateproduction processesto demonstrate deliberate choices in organizing and integrating content andstylistic conventionsin media arts production, demonstrating understanding of associated principles, such ascontinuity22andjuxtaposition23.
MA: Cr3.1.IIb Refine and elaborate aesthetic elements and technical components to intentionally form impactful expressions in media artworks for specific purposes, intentions, audiences, and contexts.
Grade HS Advanced
MA: Cr3.1.IIIa Synthesize content, processes,and components to express compelling purpose, story,emotion, or ideas in complex media arts productions,demonstrating mastery of associated principles, such ashybridization24.
MA: Cr3.1.IIIb Intentionally and consistently refine and elaborate elements and components to form impactful expressions in media artworks, directed at specific purposes, audiences, and contexts.
#Pr4.1
Artistic Process: Producing
Process Component: Integrate
Anchor Standard: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Media artists integrate various forms and contents to develop complex, unified artworks.
Essential Question(s): How are complex media arts experiences constructed?
Grade PreK
MA: Pr4.1.PKa With guidance, combine different forms and content, such as image and sound, to form media artworks.
Grade K
MA: Pr4.1.Ka With guidance, combine arts forms and media content, such as dance and video, to form media artworks.
Grade 1
MA: Pr4.1.1a Combine varied academic, arts, and media content in media artworks, such as an illustrated story.
Grade 2
MA: Pr4.1.2a Practice combining varied academic,arts, and media content into unified media artworks, such as a narrated science animation.
Grade 3
MA: Pr4.1.3a Practice combining varied academic,arts, and media forms and content into unified media artworks, such as animation, music, and dance.
Grade 4
MA: Pr4.1.4a Demonstrate how a variety of academic, arts, and media forms and content may be mixed and coordinated into media artworks, such as narrative, dance, and media.
Grade 5
MA: Pr4.1.5a Create media artworks through the integration of multiple contents and forms, such as a media broadcast.
Grade 6
MA: Pr4.1.6a Validate how integrating multiple contents and forms can support a central idea in a media artwork, such as media, narratives, and performance.
Grade 7
MA: Pr4.1.7a Integrate multiple contents and forms into unified media arts productions that convey consistent perspectives and narratives, such as an interactive video game.
Grade 8
MA: Pr4.1.8a Integrate multiple contents and forms into unified media arts productions that convey specific themes or ideas, such as interdisciplinary projects ormultimedia theatre25.
Grade HS Prof icient
MA: Pr4.1.Ia Integrate various arts, media arts forms and content into unified media arts productions,considering the reaction and interaction of the audience,such asexperiential design26.
Grade HS Accomplished
MA: Pr4.1.IIa Integrate various arts, media arts forms and academic content into unified media arts productions that retain thematic integrity and stylistic continuity, such astransmedia productions27.
Grade HS Advanced
MA: Pr4.1.IIIa Synthesize various arts, media arts forms and academic content into unified media arts productions that retain artistic fidelity across platforms,such astransdisciplinary productions28.
#Pr5.1
Artistic Process: Producing
Process Component: Practice
Anchor Standard: Develop and refine artistic techniques and work for presentation.
Enduring Understanding: Media artists require a range of skills and abilities to creatively solve problems within and through media arts productions.
Essential Question(s): What skills are required for creating effective media artworks and how are they improved? How are creativity and innovation developed within and through media arts productions? How do media artists use various tools and techniques?
Grade PreK
MA: Pr5.1.PKa Use identified skills, such as manipulating tools, making choices, and sharing in creating media artworks.
MA: Pr5.1.PKb Use identified creative skills, such as imagining freely and in guided practice, within media arts productions.
MA: Pr5.1.PKc Use media arts creation tools freely and in guided practice.
Grade K
MA: Pr5.1.Ka Identify and demonstrate basic skills,such as handling tools, making choices, and cooperating in creating media artworks.
MA: Pr5.1.Kb Identify and demonstrate creative skills, such as performing, within media arts productions.
MA: Pr5.1.Kc Practice, discover, and share how media arts creation tools work.
Grade 1
MA: Pr5.1.1a Describe and demonstrate various artistic skills and roles, such as technical steps, planning,and collaborating in media arts productions.
MA: Pr5.1.1b Describe and demonstrate basic creative skills within media arts productions, such as varying techniques.
MA: Pr5.1.1c Experiment with and share different ways to use tools and techniques to construct media artworks.
Grade 2
MA: Pr5.1.2a Enact roles to demonstrate basic ability in various identified artistic, design, technical, and soft skillsxxix, such as tool use and collaboration in media arts productions.
MA: Pr5.1.2b Demonstrate use of experimentation skills, such as playful practice, and trial and error, within and through media arts productions.
MA: Pr5.1.2c Demonstrate and explore identified methods to use tools to capture and form media artworks.
Grade 3
MA: Pr5.1.3a Exhibit developing ability in a variety of artistic, design, technical, and organizational roles,such as making compositional decisions, manipulating tools, and group planning in media arts productions.
MA: Pr5.1.3b Exhibit basic creative skills to invent new content and solutions within and through media arts productions.
MA: Pr5.1.3c Exhibit standard use of tools and techniques while constructing media artworks.
Grade 4
MA: Pr5.1.4a Enact identified roles to practice foundational artistic, design, technical, andsoft skills29,such as formal technique, equipment usage, production,and collaboration in media arts productions.
MA: Pr5.1.4b Practice foundational innovative abilities, such asdesign thinking30, in addressing problems within and through media arts productions.
MA: Pr5.1.4c Demonstrate use of tools and techniques in standard and novel ways while constructing media artworks.
Grade 5
MA: Pr5.1.5a Enact various roles to practice fundamental ability in artistic, design, technical, andsoft skills, such as formal technique, production, and collaboration in media arts productions.
MA: Pr5.1.5b Practice fundamental creative and innovative abilities, such as expandingconventions31,in addressing problems within and through media arts productions.
MA: Pr5.1.5c Examine how tools and techniques could be used in standard and experimental ways in constructing media artworks.
Grade 6
MA: Pr5.1.6a Develop a variety of artistic, design,technical, andsoft skillsthrough performing various assigned roles in producing media artworks, such as invention, formal technique, production, self-initiative,and problem-solving.
MA: Pr5.1.6b Develop a variety of creative and adaptive innovation abilities, such as testingconstraints,in developing solutions within and through media arts productions.
MA: Pr5.1.6c Demonstrate adaptability using tools and techniques in standard and experimental ways in constructing media artworks.
Grade 7
MA: Pr5.1.7a Exhibit an increasing set of artistic,design, technical, andsoft skillsthrough performing various roles in producing media artworks, such as creative problem-solving and organizing.
MA: Pr5.1.7b Exhibit an increasing set of creative and adaptive innovation abilities, such as exploratory processes, in developing solutions within and through media arts productions.
MA: Pr5.1.7c Demonstrate adaptability using tools and techniques in standard and experimental ways to achieve an assigned purpose in constructing media artworks.
Grade 8
MA: Pr5.1.8a Demonstrate a defined range of artistic, design, technical, andsoft skills, through performing specified roles in producing media artworks,such as strategizing and collaborative communication.
MA: Pr5.1.8b Demonstrate a defined range of creative and adaptive innovation abilities, such as divergent solutions and bending conventions, in developing new solutions for identified problems within and through media arts productions.
MA: Pr5.1.8c Demonstrate adaptability using tools,techniques, and content in standard and experimental ways to communicate intent in the production of media artworks.
Grade HS Prof icient
MA: Pr5.1.Ia Demonstrate progression in artistic,design, technical, andsoft skills, as a result of selecting and fulfilling specified roles in the production of a variety of media artworks.
MA: Pr5.1.Ib Develop and refine a determined range of creative and adaptive innovation abilities, such asdesign thinkingand risk taking, in addressing identified challenges andconstraintswithin and through media arts productions.
MA: Pr5.1.Ic Demonstrate adaptation and innovation through the combination of tools, techniques, and content,in standard and innovative ways, to communicate intent in the production of media artworks.
Grade HS Accomplished
MA: Pr5.1.IIa Demonstrate effective command of artistic, design, technical, andsoft skillsin managing and producing media artworks.
MA: Pr5.1.IIb Demonstrate effective ability in creative and adaptive innovation abilities, such asresisting closure32,andresponsive use of failure33, to address sophisticated challenges within and through media arts productions.
MA: Pr5.1.IIc Demonstrate the skillful adaptation and combination of tools, styles, techniques, andinteractivity34to achieve specific expressive goals in the production of a variety of media artworks.
Grade HS Advanced
MA: Pr5.1.IIIa Employ mastered artistic, design,technical, andsoft skillsin managing and producing media artworks.
MA: Pr5.1.IIIb Fluently employ mastered creative and innovative adaptability in formulating lines of inquiry and solutions, to address complex challenges within and through media arts productions.
MA: Pr5.1.IIIc Independently utilize and adapt tools, styles, and systems in standard, innovative, and experimental ways in the production of complex media artworks.
#Pr6.1
Artistic Process: Producing
Process Component: Present
Anchor Standard: Convey meaning through the presentation of artistic work.
Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.
Essential Question(s): How does time, place,audience, and context affect presenting or performing choices for media artworks? How can presenting or sharing media artworks in a public format help a media artist learn and grow?
Grade PreK
MA: Pr6.1.PKa With guidance, share roles and discuss the situation for presenting media artworks.
MA: Pr6.1.PKb With guidance, share reactions to the presentation of media artworks.
Grade K
MA: Pr6.1.Ka With guidance, identify and share roles and the situation in presenting media artworks.
MA: Pr6.1.Kb With guidance, identify and share reactions to the presentation of media artworks.
Grade 1
MA: Pr6.1.1a With guidance, discuss presentation conditions and perform a task in presenting media artworks.
MA: Pr6.1.1b With guidance, discuss the experience of the presentation of media artworks.
Grade 2
MA: Pr6.1.2a Identify and describe presentation conditions and perform task(s) in presenting media artworks.
MA: Pr6.1.2b Identify and describe the experience and share results of presenting media artworks.
Grade 3
MA: Pr6.1.3a Identify and describe the presentation conditions, and take on roles and processes in presenting or distributing media artworks.
MA: Pr6.1.3b Identify and describe the experience,and share results of and improvements for presenting media artworks.
Grade 4
MA: Pr6.1.4a Explain the presentation conditions,and fulfill a role and processes in presenting or distributing media artworks.
MA: Pr6.1.4b Explain results of and improvements for presenting media artworks.
Grade 5
MA: Pr6.1.5a Compare qualities and purposes of presentation formats, and fulfill a role and associated processes in presentation and/or distribution of media artworks.
MA: Pr6.1.5b Compare results of and improvements for presenting media artworks.
Grade 6
MA: Pr6.1.6a Analyze various presentation formats and fulfill various tasks and defined processes in the presentation and/or distribution of media artworks.
MA: Pr6.1.6b Analyze results of and improvements for presenting media artworks.
Grade 7
MA: Pr6.1.7a Evaluate various presentation formats in order to fulfill various tasks and defined processes in the presentation and/or distribution of media artworks.
MA: Pr6.1.7b Evaluate the results of and improvements for presenting media artworks, considering impacts on personal growth.
Grade 8
MA: Pr6.1.8a Design the presentation and distribution of media artworks through multiple formats and/or contexts.
MA: Pr6.1.8b Evaluate the results of and implement improvements for presenting media artworks, considering impacts on personal growth and external effects.
Grade HS Prof icient
MA: Pr6.1.Ia Design the presentation and distribution of collections of media artworks, considering combinations of artworks, formats, and audiences.
MA: Pr6.1.Ib Evaluate and implement improvements in presenting media artworks, considering personal and local impacts, such as the benefits for self and others.
Grade HS Accomplished
MA: Pr6.1.IIa Curate and design the presentation and distribution of collections of media artworks through a variety of contexts, such as mass audiences, and physical andvirtual channels35.
MA: Pr6.1.IIb Evaluate and implement improvements in presenting media artworks, considering personal, local,and social impacts, such as changes that occurred for people or to a situation.
Grade HS Advanced
MA: Pr6.1.IIIa Curate, design, and promote the presentation and distribution of media artworks for intentional impacts, through a variety of contexts, such as markets and venues.
MA: Pr6.1.IIIb Independently evaluate, compare,and integrate improvements in presenting media artworks,considering personal to global impacts, such as new understandings that were gained by artist and audience.
#Re7.1
Artistic Process: Responding
Process Component: Perceive
Anchor Standard: Perceive and analyze artistic work.
Enduring Understanding: Identifying the qualities and characteristics of media artworks improves one’s artistic appreciation and production.
Essential Question(s): How do we “read” media artworks and discern their relational components? How do media artworks function to convey meaning and manage audience experience?
Grade PreK
MA: Re7.1.PKa With guidance, explore and discusscomponents36andmessagesin a variety of media artworks.
MA: Re7.1.PKb With guidance, explore media artworks and discuss experiences.
Grade K
MA: Re7.1.Ka Recognize and sharecomponentsandmessagesin media artworks.
MA: Re7.1.Kb Recognize and share how a variety of media artworks create different experiences.
Grade 1
MA: Re7.1.1a Identifycomponentsandmessagesin media artworks.
MA: Re7.1.1b With guidance, identify how a variety of media artworks create different experiences.
Grade 2
MA: Re7.1.2a Identify and describe thecomponentsandmessagesin media artworks.
MA: Re7.1.2b Identify and describe how a variety of media artworks create different experiences.
Grade 3
MA: Re7.1.3a Identify and describe howmessagesare created bycomponentsin media artworks.
MA: Re7.1.3b Identify and describe how various forms, methods, and styles in media artworksmanage audience experience37.
Grade 4
MA: Re7.1.4a Identify, describe, and explain howmessagesare created bycomponentsin media artworks.
MA: Re7.1.4b Identify, describe, and explain how various forms, methods, and styles in media artworksmanage audience experience.
Grade 5
MA: Re7.1.5a Identify, describe, and differentiate howmessageand meaning are created bycomponentsin media artworks.
MA: Re7.1.5b Identify, describe, and differentiate how various forms, methods, and styles in media artworksmanage audience experience.
Grade 6
MA: Re7.1.6a Identify, describe, and analyze howmessageand meaning are created bycomponentsin media artworks.
MA: Re7.1.6b Identify, describe, and analyze how various forms, methods, and styles in media artworksmanage audience experience.
Grade 7
MA: Re7.1.7a Describe, compare, and analyze the qualities of and relationships between thecomponentsin media artworks.
MA: Re7.1.7b Describe, compare, and analyze how various forms, methods, and styles in media artworks interact with personal preferences in influencing audience experience.
Grade 8
MA: Re7.1.8a Compare, contrast, and analyze the qualities of and relationships between thecomponentsand style in media artworks.
MA: Re7.1.8b Compare, contrast, and analyze how various forms, methods, and styles in media artworksmanage audience experienceand create intention.
Grade HS Prof icient
MA: Re7.1.Ia Analyze the qualities of and relationships between the components, style, and preferences communicated by media artworks and artists.
MA: Re7.1.Ib Analyze how a variety of media artworksmanage audience experienceand create intention throughmultimodal perception38.
Grade HS Accomplished
MA: Re7.1.IIa Analyze and synthesize the qualities and relationships of thecomponentsin a variety of media artworks, and feedback on how they impact audience.
MA: Re7.1.IIb Analyze how a broad range of media artworksmanage audience experience, create intention and persuasion throughmultimodal perception.
Grade HS Advanced
MA: Re7.1.IIIa Analyze and synthesize the qualities and relationships of thecomponentsand audience impact in a variety media artworks.
MA: Re7.1.IIIb Survey an exemplary range of media artworks, analyzing methods formanaging audience experience, creating intention and persuasionthrough multimodal perception, andsystemic communications39.
#Re8.1
Artistic Process: Responding
Process Component: Interpret
Anchor Standard: Interpret intent and meaning in artistic work.
Enduring Understanding: Interpretation and appreciation require consideration of the intent, form, and context of the media and artwork.
Essential Question(s): How do people relate to and interpret media artworks?
Grade PreK
MA: Re8.1.PKa With guidance, share reactions to media artworks.
Grade K
MA: Re8.1.Ka With guidance, share observations regarding a variety of media artworks.
Grade 1
MA: Re8.1.1a With guidance, identify themeanings40of a variety of media artworks.
Grade 2
MA: Re8.1.2a Determine the purposes andmeaningsof media artworks, considering theircontext41.
Grade 3
MA: Re8.1.3a Determine the purposes andmeaningsof media artworks while describing theircontext.
Grade 4
MA: Re8.1.4a Determine and explain reactions and interpretations to a variety of media artworks, considering their purpose andcontext.
Grade 5
MA: Re8.1.5a Determine and compare personal and group interpretations of a variety of media artworks,considering their intention andcontext.
Grade 6
MA: Re8.1.6a Analyze the intent of a variety of media artworks, using given criteria.
Grade 7
MA: Re8.1.7a Analyze the intent and meaning of a variety of media artworks, using self-developed criteria.
Grade 8
MA: Re8.1.8a Analyze the intent and meanings of a variety of media artworks, focusing on intentions, forms,and variouscontexts.
Grade HS Prof icient
MA: Re8.1.Ia Analyze the intent, meanings, and reception of a variety of media artworks, focusing on personal and culturalcontexts.
Grade HS Accomplished
MA: Re8.1.IIa Analyze the intent, meanings, and influence of a variety of media artworks, based on personal, societal, historical, and culturalcontexts.
Grade HS Advanced
MA: Re8.1.IIIa Analyze the intent, meanings,and impacts of diverse media artworks, considering complex factors ofcontextand bias.
#Re9.1
Artistic Process: Responding
Process Component: Evaluate
Anchor Standard: Apply criteria to evaluate artistic work.
Enduring Understanding: Skillful evaluation and critique are critical components of experiencing,appreciating, and producing media artworks.
Essential Question(s): How and why do media artists value and judge media artworks? When and how should we evaluate and critique media artworks to improve them?
Grade PreK
MA: Re9.1.PKa With guidance, examine and share appealing qualities in media artworks.
Grade K
MA: Re9.1.Ka Share appealing qualities and possible changes in media artworks.
Grade 1
MA: Re9.1.1a Identify the effective parts of and possible changes to media artworks considering viewers.
Grade 2
MA: Re9.1.2a Discuss the effectiveness of and improvements for media artworks, considering theircontext.
Grade 3
MA: Re9.1.3a Identify basic criteria for and evaluate media artworks, considering possible improvements andcontext.
Grade 4
MA: Re9.1.4a Identify and apply basic criteria for evaluating and improving media artworks andproduction processes, consideringcontext.
Grade 5
MA: Re9.1.5a Determine and apply criteria for evaluating media artworks andproduction processes,consideringcontextand practicing constructive feedback.
Grade 6
MA: Re9.1.6a Determine and apply specific criteria to evaluate various media artworks andproduction processes, consideringcontextand practicing constructive feedback.
Grade 7
MA: Re9.1.7a Develop and apply criteria to evaluate various media artworks andproduction processes,consideringcontextand practicing constructive feedback.
Grade 8
MA: Re9.1.8a Evaluate media art works andproduction processeswith developed criteria, consideringcontextand artistic goals.
Grade HS Prof icient
MA: Re9.1.Ia Evaluate media art works andproduction processesat decisive stages, using identified criteria and consideringcontextand artistic goals.
Grade HS Accomplished
MA: Re9.1.IIa Form and apply defensible evaluations in the constructive and systematic critique of media artworks andproduction processes.
Grade HS Advanced
MA: Re9.1.IIIa Independently develop rigorous evaluations of and strategically seek feedback for media artworks andproduction processes, considering complex goals and factors.
#Cn10.1
Artistic Process: Connecting
Process Component: Relate
Anchor Standard: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
Enduring Understanding: Media artworks and ideas are better understood and produced by relating them to their purposes, values, and various contexts.
Essential Question(s): How does media arts relate to its various contexts, purposes, and values? How does investigating these relationships inform and deepen the media artist’s understanding and work?
Grade PreK
MA: Cn10.1.PKa With guidance, relate media artworks and everyday life.
MA: Cn10.1.PKb With guidance, interact safely and appropriately with media arts tools and environments.
Grade K
MA: Cn10.1.Ka With guidance, share ideas in relating media artworks and everyday life, such as daily activities.
MA: Cn10.1.Kb With guidance, interact safely and appropriately with media arts tools and environments.
Grade 1
MA: Cn10.1.1a Discuss and describe media artworks in everyday life, such as popular media and connections with family and friends.
MA: Cn10.1.1b Interact appropriately with media arts tools and environments, consideringsafety42,rules43,andfairness44.
Grade 2
MA: Cn10.1.2a Discuss how media artworks and ideas relate to everyday and cultural life, such asmedia messages45andmedia environments46.
MA: Cn10.1.2b Interact appropriately with media arts tools and environments, consideringsafety, rules,andfairness.
Grade 3
MA: Cn10.1.3a Identify how media artworks and ideas relate to everyday and cultural life and can influence values and online behavior.
MA: Cn10.1.3b Examine and interact appropriately with media arts tools and environments, considering safety, rules, and fairness.
Grade 4
MA: Cn10.1.4a Explain verbally and/or in media artworks, how media artworks and ideas relate to everyday and cultural life, such as fantasy and reality, and technology use.
MA: Cn10.1.4b Examine and interact appropriately with media arts tools and environments, consideringethics47,rules, andfairness.
Grade 5
MA: Cn10.1.5a Research and show how media artworks and ideas relate to personal, social and community life, such as exploring commercial and information purposes, history, andethics.
MA: Cn10.1.5b Examine, discuss, and interact appropriately with media arts tools and environments,consideringethics,rules, andmedia literacy48.
Grade 6
MA: Cn10.1.6a Research and show how media artworks and ideas relate to personal life and social,community, and cultural situations, such as personal identity, history, and entertainment.
MA: Cn10.1.6b Analyze and interact appropriately with media arts tools and environments, consideringfair use49andcopyright50,ethics, andmedia literacy.
Grade 7
MA: Cn10.1.7a Research and demonstrate how media artworks and ideas relate to various situations,purposes, and values, such as community, vocations, and social media.
MA: Cn10.1.7b Analyze and responsibly interact with media arts tools and environments, consideringcopyright,ethics,media literacyand social media.
Grade 8
MA: Cn10.1.8a Demonstrate and explain how media artworks and ideas relate to variouscontexts, purposes,and values, such as democracy, environment, and connecting people and places.
MA: Cn10.1.8b Analyze and responsibly interact with media arts tools, environments,legal51andtechnological52contexts, consideringethics,media literacy, social media, andvirtual worlds53.
Grade HS Prof icient
MA: Cn10.1.Ia Demonstrate and explain how media artworks and ideas relate to variouscontexts, purposes,and values, such as social trends, power, equality, and personal/cultural identity.
MA: Cn10.1.Ib Critically evaluate and effectively interact withlegal,technological,systemic, andvocational contexts of media arts54, consideringethics,media literacy, social media,virtual worlds, anddigital identity55.
Grade HS Accomplished
MA: Cn10.1.IIa Examine in depth and demonstrate the relationships of media arts ideas and works to variouscontexts, purposes, and values, such asmarkets56,systems57, propaganda, and truth.
MA: Cn10.1.IIb Critically investigate and ethically interact withlegal,technological,systemic, andvocational58contextsof media arts, consideringethics,media literacy,digital identity, and artist/audienceinteractivity.
Grade HS Advanced
MA: Cn10.1.IIIa Demonstrate the relationships of media arts ideas and works to personal and globalcontexts, purposes, and values, through relevant and impactful media artworks.
MA: Cn10.1.IIIb Critically investigate and strategically interact withlegal,technological,systemic,andvocational contextsof media arts.
#Cn11.1
Artistic Process: Connecting
Process Component: Synthesize
Anchor Standard: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Media artworks synthesize meaning and form cultural experience.
Essential Question(s): How do we relate knowledge and experiences to understanding and making media artworks? How do we learn about and create meaning through producing media artworks?
Grade PreK
MA: Cn11.1.PKa Use personal experiences in making media artworks.
MA: Cn11.1.PKb With guidance, share experiences of media artworks.
Grade K
MA: Cn11.1.Ka Use personal experiences and choices in making media artworks.
MA: Cn11.1.Kb Share memorable experiences of media artworks.
Grade 1
MA: Cn11.1.1a Use personal experiences, interests,and models in creating media artworks.
MA: Cn11.1.1b Share meaningful experiences of media artworks.
Grade 2
MA: Cn11.1.2a Use personal experiences, interests,information, and models in creating media artworks.
MA: Cn11.1.2b Discuss experiences of media artworks, describing their meaning and purpose.
Grade 3
MA: Cn11.1.3a Use personal and external resources,such as interests, information, and models, to create media artworks.
MA: Cn11.1.3b Identify and show how media artworks form meanings, situations, and/or culture, such as popular media.
Grade 4
MA: Cn11.1.4a Examine and use personal and external resources, such as interests, research, and cultural understanding, to create media artworks.
MA: Cn11.1.4b Examine and show how media artworks form meanings, situations, and/or cultural experiences, such as online spaces.
Grade 5
MA: Cn11.1.5a Access and use internal and external resources, such as interests, knowledge, and experiences,to create media artworks.
MA: Cn11.1.5b Examine and show how media artworks form meanings, situations, and cultural experiences, such as news and cultural events.
Grade 6
MA: Cn11.1.6a Access, evaluate, and use internal and external resources to create media artworks, such as knowledge, experiences, interests, and research.
MA: Cn11.1.6b Explain and show how media artworks form newmeanings, situations, and cultural experiences, such as historical events.
Grade 7
MA: Cn11.1.7a Access, evaluate, and use internal and external resources to inform the creation of media artworks, such as experiences, interests, research, and exemplary works.
MA: Cn11.1.7b Explain and show how media artworks form newmeaningsand knowledge, situations,and cultural experiences, such as learning and new information.
Grade 8
MA: Cn11.1.8a Access, evaluate, and use internal and external resources to inform the creation of media artworks, such as cultural and societal knowledge,research, and exemplary works.
MA: Cn11.1.8b Explain and demonstrate how media artworks expandmeaningand knowledge and create cultural experiences, such as local and global events.
Grade HS Prof icient
MA: Cn11.1.Ia Access, evaluate, and integrate personal and external resources to inform the creation of original media artworks, such as experiences, interests,and cultural experiences.
MA: Cn11.1.Ib Explain and demonstrate the use of media artworks to expandmeaningand knowledge and create cultural experiences, such as learning and sharing through online environments.
Grade HS Accomplished
MA: Cn11.1.IIa Synthesize internal and external resources to enhance the creation of persuasive media artworks, such as cultural connections, introspection,research, and exemplary works.
MA: Cn11.1.IIb Explain and demonstrate the use of media artworks to synthesize newmeaningand knowledge and reflect and form cultural experiences,such as new connections between themes and ideas, local and global networks, and personal influence.
Grade HS Advanced
MA: Cn11.1.IIIa Independently and proactively access relevant and qualitative resources to inform the creation of cogent media artworks.
MA: Cn11.1.IIIb Demonstrate and expound on the use of media artworks to consummate newmeaning,knowledge, and impactful cultural experiences.
National Core Arts Standards © 2015 National Coalition for Core Arts Standards.
Rights administered by State Education Agency Directors of Arts Education
(SEADAE).All rights reserved.www.nationalartsstandards.org
Additional materials including discipline specific introductions and glossaries used by special permission.All rights reserved.www.national artsstandards.org
Notes
1 Modeling or concept modeling: creating a digital or physical representation or sketch of an idea, usually for testing; prototyping.
2 Prototyping: creating a testable version, sketch, or model of a media artwork, such as a game, character, website, application, etc.
3 Divergent thinking: unique, original, uncommon, idiosyncratic ideas; thinking “outside of the box.”
4 Generative methods: various inventive techniques for creating new ideas and models, such as brainstorming, play, open exploration,experimentation, inverting assumptions, rule-bending, etc.
5 Personal aesthetic: an individually formed, idiosyncratic style or manner of expressing oneself; an artist’s “voice.”
6 Constraints: limitations on what is possible, both real and perceived.
7 Positioning: the principle of placement or arrangement.
8 Attention: principle of directing perception through sensory and conceptual impact.
9 Movement: principle of motion of diverse items within media artworks.
10 Force: principle of energy or amplitude within an element, such as the speed and impact of a character’s motion.
11 Balance: principle of the equitable and/or dynamic distribution of items in a media arts composition or structure for aesthetic meaning, as in a visual frame or within game architecture.
12 Contrast: principle of using the difference between items, such as elements, qualities, and components, to mutually complement them.
13 Emphasis: principle of giving greater compositional strength to a particular element or component in a media artwork.
14 Exaggeration: principle of pushing a media arts element or component into an extreme for provocation, attention, contrast, as seen in character, voice, mood, message, etc.
15 Point of view: the position from which something or someone is observed; the position of the narrator in relation to the story, as indicated by the narrator’s outlook from which the events are depicted and by the attitude toward the characters.
16 Perspective: principle pertaining to the method of three-dimensional rendering, point-of-view, and angle of composition.
17 Narrative structure: the framework for a story, usually consisting of an arc of beginning, conflict, and resolution.
18 Composition: principle of arrangement and balancing of components of a work for meaning and message.
19 Production processes: the diverse processes, procedures, or steps used to carry out the construction of a media artwork, such as prototyping, playtesting, and architecture construction in game design.
20 Stylistic convention: a common, familiar, or even “formulaic” presentation form, style, technique, or construct, the use of tension building techniques in a suspense film, for example.
21 Tone: principle of “color,” “texture” or “feel” of a media arts element or component, as for sound, lighting, mood, sequence, etc.
22 Continuity: the maintenance of uninterrupted flow, continuous action, or self-consistent detail.Across the various scenes or components of a media artwork, i.e.game components, branding, movie timeline, series, etc.
23 Juxtaposition: placing greatly contrasting items together for effect.
24 Hybridization: principle of combining two existing media forms to create new and original forms, such as merging theatre and multimedia.
25 Multimedia theatre: the combination oflive theatre elements and digital media (sound, projections, video, etc.) into a unified production for a live audience.
26 Experiential Design: area of media arts wherein interactive, immersive spaces and activities are created for the user; associated with entertainment design.
27 Transmedia production: communicating a narrative and/or theme over multiple media platforms, while adapting the style and structure of each story component to the unique qualities of the platforms.
28 Transdisciplinary production: accessing multiple disciplines during the conception and production processes of media creation and using new connections or ideas that emerge to inform the work.
29 Soft skills: diverse organizational and management skills, useful to employment, such as collaboration, planning, adaptability,communication, etc.
30 Design thinking: a cognitive methodology that promotes innovative problem solving through the prototyping and testing process commonly used in design.
31 Convention: an established, common, or predictable rule, method, or practice within media arts production, such as the notion of a“hero” in storytelling.
32 Resisting closure: delaying completion of an idea, process, or production, or persistently extending the process of refinement,towards greater creative solutions or technical perfection.
33 Responsive use of failure: incorporating errors towards persistent improvement of an idea, technique, process, or product.
34 Interactivity: a diverse range of articulating capabilities between media arts components, such as user, audience, sensory elements,etc., that allow for inputs and outputs of responsive connectivity via sensors, triggers, interfaces, etc., and may be used to obtain data,commands, or information and may relay immediate feedback or other communications; contains unique sets of aesthetic principles.
35 Virtual channels: network based presentation platforms such as: Youtube, Vimeo, Deviantart, etc.
36 Components: the discrete portions and aspects of media artworks, including: elements, principles, processes, parts, assemblies, etc.,such as: light, sound, space, time, shot, clip, scene, sequence, movie, narrative, lighting, cinematography, interactivity, etc.
37 Manage audience experience: the act of designing and forming user sensory episodes through multi-sensory captivation, such as using sequences of moving image and sound to maintain and carry the viewer’s attention or constructing thematic spaces in virtual or experiential design.
38 Multimodal perception: the coordinated and synchronized integration of multiple sensory systems (vision, touch, auditory, etc.) in media artworks.
39 Systemic Communications: socially or technologically organized and higher-order media arts communications such as networked multimedia, television formats and broadcasts, “viral” videos, social multimedia (e.g.“vine” videos), remixes, transmedia, etc.
40 Meaning: the formulation of significance and purposefulness in media artworks.
41 Context: the situation surrounding the creation or experience of media artworks that influences the work, artist, or audience.This can include how, where, and when media experiences take place, as well as additional internal and external factors (personal, societal,cultural, historical, physical, virtual, economic, systemic, etc.).
42 Safety: maintaining proper behavior for the welfare of self and others in handling equipment and interacting with media arts environments and groups.
43 Rules: the laws or guidelines for appropriate behavior; protocols.
44 Fairness: complying with appropriate, ethical, and equitable rules and guidelines.
45 Media messages: the various artistic, emotional, expressive, prosaic, commercial, utilitarian, and informational communications of media artworks.
46 Media environments: spaces, contexts, and situations where media artworks are produced and experienced, such as in theaters,production studios, and online.
47 Ethics: moral guidelines and philosophical principles for determining appropriate behavior within media arts environments.
48 Media literacy: a series of communication competencies, including the ability to access, analyze, evaluate, and communicate information in a variety of forms, including print and non-print messages—National Association for Media Literacy Education.
49 Fair use: permits limited use of copyrighted material without acquiring permission from the rights holders, including commentary,search engines, criticism, etc.
50 Copyright: the exclusive right to make copies, license, and otherwise exploit a produced work.
51 Legal: the legislated parameters and protocols of media arts systems, including user agreements, publicity releases, copyright, etc.
52 Technological: the mechanical aspects and contexts of media arts production, including hardware, software, networks, code, etc.
53 Virtual worlds: online, digital, or synthetic environments (e.g.Minecraft, Second Life).
54 Contexts of media arts: the diverse locations and circumstances of media arts, including its markets, networks, technologies, and vocations.
55 Digital identity: how one is presented, perceived, and recorded online, including personal and collective information and sites,e-communications, commercial tracking, etc.
56 Markets: the various commercial and informational channels and forums for media artworks, such as T.V., radio, internet, fine arts,non-prof it, communications, etc.
57 System(s): the complex and diverse technological structures and contexts for media arts production, funding, distribution, viewing,and archiving.
58 Vocational: the workforce aspects and contexts of media arts.
国家核心艺术标准（五）
［美］ 国家核心艺术标准联盟
媒体艺术
媒体艺术标准针对的是媒体艺术的多种形式和类别，包括成像、声音、动态影像，以及虚拟和互动的形式。媒体艺术标准并不指定教学内容与方法，而是定义适合不同年龄段学生的学习成果，以实现持久理解和培养艺术素养为目标。因此，这是一个概括性的标准，不包括具体说明特定的技术或技巧，也很少包含术语或活动的例子。此标准考虑到教授、方法论以及环境的多样性，适用于当前全美范围内广泛的教学类型。各州和地区可（根据自身情况）制定更具独特性的标准，阶段性评估模型提供更具体的项目、课程及活动示例。
此标准通常以线性、连续性的形式呈现，以呈现创意制作流程，但也可根据需要以非线性方式使用，处理特定的流程、构成部分或标准。比如，根据设定的情境可将课程和单元设计为从“连接”部分开始，再进入“回应”部分，分析媒体艺术的特定示例，然后进入“创作”部分，开始制作。此外，此标准介绍了整体创意过程的各部分，可帮助人们在创作作品时迅速而连续地解决问题。因此，“创作”部分包含的头脑风暴环节也不断涉及“回应”甚至“连接”部分。一个结构合理的班级、课程或单元可处理许多甚至是所有的标准。通过此交互式网站，可多样化地使用此标准，为课程计划、教授以及评估提供了灵活性。比如，构成部分对一些教师来说可能是主要的组织工具。
持久理解和基本问题是按照年级编写的，教师可根据具体情况对年级标准进行调整，建议参照相对低或高年级的标准来衡量熟练程度的进展情况。标准假设学生在特定年级接触过极少或没有接触过正式的媒体艺术教学。基于最佳实践，整个媒体艺术标准假定基于合作模式。
1.1
艺术过程：创作构成部分：构想
锚定标准：生成并概念化艺术思想和作品。
持久理解：媒体艺术的想法、作品和流程由艺术内外的想象力、创作流程及经验所塑造。
基本问题：媒体艺术家如何产生想法？如何能够为媒体艺术制作形成并发展出有效和原创的想法 ？
早教
1.1.PKa 在指导下探索工具、方法及想象，分享关于媒体艺术作品的想法。
幼儿园
1.1.Ka 通过游戏和试验，发现并分享关于媒体艺术作品的想法。
一年级
1.1.1a 通过画草图和建模①，表达并分享关于媒体艺术作品的想法。
二年级
1.1.2a 通过头脑风暴和即兴创作，发现媒体艺术作品的多种想法。
三年级
1.1.3a 使用各种工具、方法和/或材料为媒体艺术作品发展多种想法。
四年级
1.1.4a 使用各种创造性方法（如头脑风暴和建模）构思媒体艺术作品的原创艺术目标。
五年级
1.1.5a 利用个人经历和/或他人作品构想媒体艺术作品的创意和创新。
初中一年级
1.1.6a 通过选定的创作流程（如画草图、即兴创作和头脑风暴），为媒体艺术作品制定目标和解决方案。
初中二年级
1.1.7a 通过应用选定的创造性过程（如概念建模和原型设计②）为媒体艺术作品提供各种想法和解决方案。
初中三年级
1.1.8a 通过应用重点突出的创作流程（如发散思维③和试验），为原创媒体艺术作品产生想法、目标和解决方案。
高中熟练
1.1.Ia 在媒体艺术创作过程中，使用已识别的生成方法④来规划多种想法、制定艺术目标并解决问题。
高中精通
1.1.IIa 战略性地运用生成方法，在媒体艺术创作过程中规划多种想法、完善艺术目标并提高方法的原创性。
高中进阶
1.1.IIIa 将美学原理与多种生成方法相结合，在媒体艺术创作过程中能够流畅地形成原创思想、解决方案并创新。
2.1
艺术过程：创作
构成部分：发展
锚定标准：组织并发展艺术思想和作品。
持久理解：媒体艺术家计划、组织并将创意、计划和模型发展成为可有效实现艺术理念的流程结构。
基本问题：媒体艺术家如何将想法和模型组织并发展成流程结构做成实现预期的最终产品？
早教
2.1.PKa 在指导下，形成想法并将其融入媒体艺术制作的计划或模型中。
幼儿园
2.1.Ka 在指导下，运用想法来形成媒体艺术制作的计划或模型。
一年级
2.1.1a 在指导下，使用已识别的想法为媒体艺术制作制定计划和模型。
二年级
2.1.2a 选取想法为媒体艺术制作创建计划和模型。
三年级
2.1.3a 形成、分享并测试想法、计划和模型，为媒体艺术制作做准备。
四年级
2.1.4a 考虑艺术目标和演示，为媒体艺术制作讨论、测试并汇总想法、计划和模型。
五年级
2.1.5a 考虑艺术目标和观众，为媒体艺术制作制订、展示并测试想法、计划、模型和建议。
初中一年级
2.1.6a 根据明确的意图，为媒体艺术制作组织、提议并评估艺术想法、计划、原型和制作流程。
初中二年级
2.1.7a 考虑表现意图和资源，为媒体艺术制作设计、提出并评估艺术想法、计划、原型和制作流程。
初中三年级
2.1.8a 考虑意图、资源及演示环境，对媒体艺术制作的想法、计划、原型和制作流程进行组织和评论。
高中熟练
2.1.Ia 考虑原创灵感、目标及演示环境，在制订、提出和完善媒体艺术制作的艺术想法、计划、原型及制作流程中应用审美标准。
高中精通
2.1.IIa 考虑艺术意图、资源约束⑤及演示环境，在设计、测试和完善媒体艺术制作的原创艺术想法、原型及制作策略中应用个人审美⑥。
高中进阶
2.1.IIIa 考虑目标、时间、资源和个人局限的复杂约束，在形成、测试和提出原创艺术想法、原型及制作框架时融入复杂的个人审美和系统流程知识。
3.1
艺术过程：创作
构成部分：构建
锚定标准：完善并完成艺术作品。
持久理解：美学构成、原则及流程的形成、整合和完善为媒体艺术作品提供目的、意义及艺术性。
基本问题：制作出一个传达目的、意义和艺术性的媒体艺术作品需要什么条件？媒体艺术家如何改进/完善他们的工作成果？
早教
3.1.PKa 在媒体艺术制作中，在指导实践中自由地制作和捕捉媒体艺术内容。
3.1.PKb 在创作媒体艺术作品时，在指导实践中自由地尝试并分享表达效果。
幼儿园
3.1.Ka 在媒体艺术制作中，形成并捕捉实现表达和意义的媒体艺术内容。
3.1.Kb 更改媒体艺术作品的内容、形式或呈现，并分享结果。
一年级
3.1.1a 为媒体艺术制作创建、捕捉并收集媒体艺术内容，识别基本原则（如模式和重复）。
3.1.1b 练习并识别对内容、形式或呈现进行更改的效果，以完善和完成媒体艺术作品。
二年级
3.1.2a 为统一的媒体艺术制作构建并收集内容，识别并应用基本原则（如定位⑦和关注⑧）。
3.1.2b 测试并描述修改、完善和完成媒体艺术作品的表现效果。
三年级
3.1.3a 描述并应用一套明确的原则（如运动⑨和力⑩），将各种内容构建并整理成统一且有针对性的媒体艺术制作。
3.1.3b 练习并分析对元素的强调是如何改变完善和完成媒体作品的效果与目的的。
四年级
3.1.4a 应用多套相关原则（如平衡和对比），在不同的媒体艺术制作中构建并安排各种内容和成分以传达目的和意义。
3.1.4b 在完善媒体艺术作品时展示策划效果的能力，有目的地强调元素。
五年级
3.1.5a 运用多套相关原则（如强调和夸张），在不同的媒体艺术制作中创作内容并将各个成分结合起来以传达表现力、目的和意义。
3.1.5b 确定如何利用改变元素和成分来实现清晰的沟通和策划的效果，并完善媒体艺术作品以改进清晰度和目的。
初中一年级
3.1.6a 使用一系列相关原则（如立场和视角），尝试使用多种方法为媒体艺术制作中确定的目的和意义创作内容与成分。
3.1.6b 鉴定如何为策划的效果和观众修改元素和成分，完善媒体作品与目的和观众相呼应。
初中二年级
3.1.7a 协调制作流程，为媒体艺术制作中确定的目的和意义整合内容和成分，展现对相关原则（如叙事结构和布局）的理解。
3.1.7b 通过有意图地强调特定表达元素来改进和完善媒体艺术作品，以反映对目的、观众或地点的理解。
初中三年级
3.1.8a 实施制作流程，为媒体艺术制作中确定的意义整合内容和风格惯例，展示对相关原则（如主题和统一性）的理解。
3.1.8b 完善并修改媒体艺术作品，提高技术质量并有意图地突出选定的表达和风格元素，以反映对目的、观众和地点的理解。
高中熟练
3.1.Ia 巩固制作流程以展示在媒体艺术制作中慎重选择组织与整合内容和风格惯例的能力，展示对相关原则（如强调和格调）的理解。
3.1.Ib 完善并修改媒体作品，打磨美学品质并有意识地突出风格元素，以反映对个人目标和偏好的理解。
高中精通
3.1.IIa 巩固制作流程以展示在媒体艺术制作中慎重选择组织与整合内容和风格惯例的能力，展示对相关原则（如连续性和并置性）的理解。
3.1.IIb 为特定目的、意图、观众和环境，在媒体艺术作品中，完善并精心制作美学元素和技术成分，有意图地形成有力的表达。
高中进阶
3.1.IIIa 综合内容、流程和成分，在复杂的媒体艺术制作中表现令人信服的目的、故事、情感或想法，展现对相关原则（如混合）的掌握。
3.1.IIIb 不断有意图地完善和精炼元素和成分，在媒体艺术作品中形成针对具体目的、受众和环境的有力的表达。
4.1
艺术过程：制作
构成部分：整合
锚定标准：选择、分析并解读用于演示的艺术作品。
持久理解：媒体艺术家整合各种形式和内容来制作复杂而统一的艺术作品。
基本问题：复杂的媒体艺术经历是如何构建的？
早教
4.1.PKa 在指导下，将不同的形式和内容（如图像和声音）结合成媒体艺术作品。
幼儿园
4.1.Ka 在指导下，将艺术形式和媒体内容（如舞蹈和视频）结合成媒体艺术作品。
一年级
4.1.1a 在媒体艺术作品中将各种学术、艺术及媒体内容（如插图故事）结合起来。
二年级
4.1.2a 练习将不同的学术、艺术和媒体内容融合到统一的媒体艺术作品中，如有旁白的科普动画。
三年级
4.1.3a 练习将不同的学术、艺术及媒体形式和内容融合到统一的媒体艺术作品中，如动漫、音乐和舞蹈。
四年级
4.1.4a 展示如何将多种学术、艺术及媒体形式和内容混合并整理成为媒体艺术作品，如叙事、舞蹈和媒体等。
五年级
4.1.5a 通过整合多种内容和形式来创作媒体作品，如媒体节目。
初中一年级
4.1.6a 验证如何通过整合多种内容和形式支持媒体艺术作品中的一个核心思想，如媒体、叙述和表演等。
初中二年级
4.1.7a 将多种内容和形式整合到统一的媒体艺术制作中，传达一致的观点和叙述，如交互式视频游戏。
初中三年级
4.1.8a 将多种内容和形式整合到统一的媒体艺术制作中，传达特定的主题或想法，如跨学科影片或多媒体剧场。
高中熟练
4.1.Ia 考虑观众的反应和互动，将各种艺术及媒体艺术的形式和内容融入统一的媒体艺术制作中，如体验式设计。
高中精通
4.1.IIa 将各种艺术及媒体艺术的形式和学术内容整合到统一的媒体艺术制作中，保留主题完整性和风格连续性，如跨媒体制作。
高中进阶
4.1.IIIa 将各种艺术及媒体艺术的形式和学术内容综合成统一的媒体艺术作品，保留跨平台的艺术逼真度，例如跨学科制作。
5.1
艺术过程：制作
构成部分：练习
锚定标准：发展并完善用于演示的艺术技巧和作品。
持久理解：媒体艺术家需要一系列技巧和能力来创造性地解决媒体艺术制作中的问题和通过媒体艺术制作解决问题。
基本问题：实现预期效果的媒体艺术作品需要哪些技能？如何提高这些技能？如何在媒体艺术制作中和通过媒体艺术制作发展创造力和进行创新？媒体艺术家如何使用各种工具和技术？
早教
5.1.PKa 使用发现的技能，如在创作媒体作品时使用工具、做出选择以及分享。
5.1.PKb 在媒体艺术制作中使用发现的创意技能，如自由地或在指导练习中想象。
5.1.PKc 自由地或在指导练习中使用媒体艺术创作工具。
幼儿园
5.1.Ka 在创作媒体艺术作品时识别并展示基本技能，如处理工具、做出选择以及合作。
5.1.Kb 在媒体艺术制作中识别并展示创造性技能，如表演。
5.1.Kc 练习、发现并分享媒体艺术创作工具的工作原理。
一年级
5.1.1a 描述并展示各种艺术技巧和角色，如媒体艺术制作中的技术步骤、策划以及合作。
5.1.1b 在媒体艺术制作中描述并展示基本创作技巧，如变化技术。
5.1.1c 对使用工具和技术构建媒体艺术作品的不同方式进行试验并分享。
二年级
5.1.2a 行使角色，在各种已识别的艺术、设计、技术和软技能方面展示基本能力，如媒体艺术制作中的工具使用及合作。
5.1.2b 在媒体艺术制作中或通过媒体艺术制作展示对实验技巧（如游戏式练习）和试错法的运用。
5.1.2c 展示并探索已识别的方法使用工具来捕捉并形成媒体艺术作品。
三年级
5.1.3a 展示出不断发展作为艺术、设计、技术和组织的各种角色的能力，如在媒体艺术制作中做出创作决策、操作工具和制订小组计划。
5.1.3b 展示基本的创作技能，在媒体艺术制作中和通过媒体艺术制作发明新的内容和解决方案。
5.1.3c 在构建媒体艺术作品时展示对工具和技术的标准使用。
四年级
5.1.4a 行使确定的角色，练习基础的艺术、设计、技术和软技能，如媒体艺术制作中的形式技术、设备使用、制作以及合作。
5.1.4b 在解决媒体艺术制作中的问题和通过媒体艺术制作解决问题时，练习基础的创新能力，如设计思维。
5.1.4c 在构建媒体艺术作品时，以标准和新颖的方式展示对工具和技术的使用。
五年级
5.1.5a 行使不同的角色，练习在艺术、设计、技术和软技能方面的能力，如在媒体艺术制作中的形式技巧、制作以及合作。
5.1.5b 练习基础的创造性和创新能力（如扩展惯例），以解决媒体艺术制作中的问题和通过媒体艺术制作解决问题。
5.1.5c 考察工具和技术如何以标准和实验性的方式用于构建媒体艺术作品。
初中一年级
5.1.6a 通过在制作媒体艺术作品中扮演不同的指定角色，发展各种艺术、设计、技术和软技能，如创造发明、形式技巧、制作、首创精神和解决问题。
5.1.6b 在媒体艺术制作中和通过媒体艺术制作制定解决方案时，开发各种创造性和适应性的创新能力，如测试约束条件。
5.1.6c 展示以标准和实验性的方式使用工具与技术构建媒体艺术作品的适应能力。
初中二年级
5.1.7a 通过在制作媒体艺术作品中扮演不同的角色，展现出日益增强的艺术、设计、技术和软技能，如创造性地解决问题和组织能力。
5.1.7b 在媒体艺术作品中和通过媒体艺术作品开发解决方案时，展示日益增强的创造性和适应性创新能力，如探索流程。
5.1.7c 展示以标准和实验性方式使用工具与技术的适应性，以实现构建媒体艺术作品时的某个指定目的。
初中三年级
5.1.8a 通过在制作媒体艺术作品中扮演指定的角色作用，展示一系列明确的艺术、设计、技术和软技能，如制定战略和合作性交流。
5.1.8b 展示一系列明确的、具有创造性和适应性的创新能力（如不同的解决方案和惯例变通），为在媒体艺术制作中和通过媒体艺术制作发现的问题开发新的解决方案。
5.1.8c 展示以标准和实验性的方式使用工具、技术和内容的适应性，以在媒体艺术作品制作中交流意图。
高中熟练
5.1.Ia 在不同媒体艺术作品的制作中选择并扮演特定角色作用，并据此展示在艺术、设计、技术和软技能方面的进步。
5.1.Ib 发展并完善一系列确定的创意性和适应性创新能力（如设计思维和风险承担），以应对在媒体艺术制作中和通过媒体艺术制作发现的挑战和制约。
5.1.Ic 通过以标准和创新的方式结合工具、技术和内容，展示在媒体艺术作品制作中交流意图的适应性和创新性。
高中精通
5.1.IIa 在管理和制作媒体艺术作品时表现出有效地控制使用艺术、设计、技术和软技能。
5.1.IIb 在创造性和适应性创新能力方面展现出有效的能力（如对抗完结和积极使用失败经验），以在媒体艺术制作中和通过媒体艺术制作应对复杂挑战。
5.1.IIc 在不同的媒体艺术作品的制作中，展现对工具、风格、技术和互动性的娴熟适应和巧妙结合，以实现具体表达目的。
高中进阶
5.1.IIIa 采用精通的艺术、设计、技术和软技能管理并制作媒体艺术作品。
5.1.IIIb 流畅地运用精通的创造性和创新性的适应能力来制定调查和解决方案，以在媒体艺术制作中和通过媒体艺术制作应对复杂的挑战。
5.1.IIIc 在复杂的媒体艺术作品制作中，独立地以标准、创新和实验性的方式运用和调整工具、风格及系统。
6.1
艺术过程：制作
构成部分：呈现
锚定标准：通过艺术作品的演示来传达意义。
持久理解：媒体艺术家在不同环境中有目的地展示、分享并发行媒体艺术作品。
基本问题：时间、地点、受众和环境如何影响媒体艺术作品的呈现或表演选择？以公开形式展示或分享媒体艺术作品如何帮助媒体艺术家学习和成长？
早教
6.1.PKa 在指导下，分担角色并讨论演示媒体艺术作品的情况。
6.1.PKb 在指导下，分享对媒体艺术作品演示的反应。
幼儿园
6.1.Ka 在指导下，识别并分享演示媒体艺术作品的角色及情况。
6.1.Kb 在指导下，识别并分享对媒体艺术作品演示的反应。
一年级
6.1.1a 在指导下，讨论演示条件并执行演示媒体艺术作品中的一个任务。
6.1.1b 在指导下，讨论媒体艺术作品演示的经验。
二年级
6.1.2a 识别并描述演示条件并执行演示媒体艺术作品的任务。
6.1.2b 识别并描述演示媒体艺术作品的经验并分享结果。
三年级
6.1.3a 识别并描述演示条件，并在演示或发行媒体艺术作品时承担角色、负责/展示流程。
6.1.3b 识别并描述演示媒体艺术作品的经验，分享结果并做出改进。
四年级
6.1.4a 解释演示条件，并在演示或发行媒体艺术作品时履行角色并完成流程。
6.1.4b 解释演示媒体艺术作品的结果并做出改进。
五年级
6.1.5a 比较演示形式的质量和目的，并在媒体艺术作品的演示和/或发行中履行角色并完成相关流程。
6.1.5b 比较演示媒体艺术作品的结果并做出改进。
初中一年级
6.1.6a 分析多种演示格式，并在媒体艺术作品的演示和/或发行中完成多项任务及确定的流程。
6.1.6b 分析演示媒体艺术作品的结果并做出改进。
初中二年级
6.1.7a 评估各种演示格式，以便在媒体艺术作品的演示和/或发行中履行各种任务并完成确定的流程。
6.1.7b 考虑对个人成长的影响，评估演示媒体艺术作品的结果并做出改进。
初中三年级
6.1.8a 通过多种格式和/或环景设计媒体艺术作品的演示和发行。
6.1.8b 考虑对个人成长和外部效果的影响，评估演示媒体艺术作品的结果并实现改进。
高中熟练
6.1.Ia 考虑结合艺术作品、格式和观众，设计一系列媒体艺术作品的演示和发行。
6.1.Ib 考虑个人和当地影响（如对自己和他人的利益），评估并实施演示媒体艺术作品时需要改进之处。
高中精通
6.1.IIa 通过各种不同环境（如大众受众、实体和虚拟频道）策划并设计一系列媒体艺术作品的演示和发行。
6.1.IIb 考虑个人、本地和社会影响（如人们经历的或某种情况发生的变化），评估并实施演示媒体艺术作品时需要改进之处。
高中进阶
6.1.IIIa 通过各种不同的环境（如市场和场馆），策划、设计并推动媒体艺术作品的演示和发行，有意图地增加影响力。
6.1.IIIb 考虑个人与全球的影响（如艺术家和观众获得的新的理解），独立评估、比较和整合演示媒体艺术作品的改进之处。
7.1
艺术过程：回应
构成部分：感知
锚定标准：感知并分析艺术作品。
持久理解：通过识别媒体艺术作品的品质和特点，提高个人艺术欣赏和制作水平。
基本问题：我们如何“阅读”媒体艺术作品并辨别其相关的成分？媒体艺术作品如何传达意义并管理观众体验？
早教
7.1.PKa 在指导下，探索并讨论各种不同的媒体艺术作品中的成分和信息。
7.1.PKb 在指导下，探索媒体艺术作品并讨论体验。
幼儿园
7.1.Ka 辨认出并分享媒体艺术作品中的成分和信息。
7.1.Kb 辨认出并分享各种不同的媒体艺术作品如何创造不同的体验。
一年级
7.1.1a 识别媒体艺术作品中的成分和信息。
7.1.1b 在指导下，识别各种不同的媒体艺术作品如何创造不同的体验。
二年级
7.1.2a 识别并描述媒体艺术作品中的成分和信息。
7.1.2b 识别并描述各种媒体艺术作品如何创造不同的体验。
三年级
7.1.3a 识别并描述如何在媒体艺术作品中用成分创作信息。
7.1.3b 识别并描述如何在媒体艺术作品中用各种形式、方法和风格管理观众体验。
四年级
7.1.4a 识别、描述并解释如何在媒体艺术作品中用成分创作信息。
7.1.4b 识别、描述并解释如何在媒体艺术作品中用各种形式、方法和风格管理观众体验。
五年级
7.1.5a 识别、描述并区分如何在媒体艺术作品中使用成分创作信息和意义。
7.1.5b 识别、描述并区分如何在媒体艺术作品中用各种形式、方法和风格管理观众体验。
初中一年级
7.1.6a 识别、描述并分析如何在媒体艺术作品中使用成分创作信息和意义。
7.1.6b 识别、描述并分析如何在媒体艺术作品中用各种形式、方法和风格管理观众体验。
初中二年级
7.1.7a 描述、比较并分析媒体艺术作品中各成分的特性和彼此之间的关系。
7.1.7b 描述、比较和分析媒体艺术作品中的各种形式、方法和风格如何与个人偏好相互作用并影响观众体验。
初中三年级
7.1.8a 比较、对比并分析媒体艺术作品中的成分和风格的特性与相互关系。
7.1.8b 比较、对比并分析如何用媒体艺术作品中的各种形式、方法和风格管理观众体验并创建意图。
高中熟练
7.1.Ia 分析媒体艺术作品和艺术家传达的成分、风格和偏好的特性与相互关系。
7.1.Ib 分析各种媒体艺术作品如何通过多模式感知来管理观众体验并创建意图。
高中精通
7.1.IIa 分析并综合各种媒体艺术作品中的成分的特性和相互关系，并反馈它们对观众的影响。
7.1.IIb 分析广泛的媒体艺术作品是如何管理观众体验，通过多模式感知来创建意图并进行说服的。
高中进阶
7.1.IIIa 分析并综合各种媒体艺术作品中的成分和受众影响的特性与相互关系。
7.1.IIIb 调查一系列范例媒体艺术作品，分析管理观众体验、通过多模式感知创建意图和进行说服及系统沟通的方法。
8.1
艺术过程：回应
构成部分：解读
锚定标准：解读艺术作品的意图和意义。
持久理解：解读并欣赏媒体和艺术作品需要考虑其意图、形式与背景。
基本问题：人们如何与媒体艺术作品关联并解读后者？
早教
8.1.PKa 在指导下，分享对媒体艺术作品的反应。
幼儿园
8.1.Ka 在指导下，分享对各种媒体艺术作品的观察。
一年级
8.1.1a 在指导下，识别各种媒体艺术作品的意义。
二年级
8.1.2a 考虑媒体艺术作品的背景，确定其目的和意义。
三年级
8.1.3a 确定媒体艺术作品的目的和意义，同时描述其背景。
四年级
8.1.4a 考虑各种媒体艺术作品的目的和背景，确定并解释对作品的反应和解读。
五年级
8.1.5a 考虑各种媒体艺术作品的意图和背景，确定并比较个人和团体的解读。
初中一年级
8.1.6a 使用规定的标准分析各种媒体艺术作品的意图。
初中二年级
8.1.7a 使用自研标准分析各种媒体艺术作品的意图和意义。
初中三年级
8.1.8a 着重从意向、形式和各种背景来分析各种媒体艺术作品的意图和意义。
高中熟练
8.1.Ia 着重从个人及文化背景来分析各种媒体艺术作品的意图、意义和反应。
高中精通
8.1.IIa 根据个人、社会、历史和文化背景分析各种媒体艺术作品的意图、意义和影响。
高中进阶
8.1.IIIa 考虑复杂的背景和偏见因素，分析不同媒体艺术作品的意图、意义和影响。
9.1
艺术过程：回应
构成部分：评估
锚定标准：应用标准来评估艺术作品。
持久理解：熟练的评估和批判是体验、欣赏和制作媒体艺术作品的关键构成。
基本问题：媒体艺术家如何以及为什么评价和判断媒体艺术作品？何时以及如何评估和批判媒体艺术作品，从而使它们有所改进？
早教
9.1.PKa 在指导下，调查并分享媒体艺术作品中吸引人的特质。
幼儿园
9.1.Ka 分享媒体艺术作品中吸引人的特质以及可能的变化。
一年级
9.1.1a 考虑观众，识别媒体艺术作品中有效的部分以及可能的变化。
二年级
9.1.2a 考虑背景，讨论媒体艺术作品中有效的和可改进的部分。
三年级
9.1.3a 考虑可能的改进和背景，识别媒体艺术作品的基本标准并对作品进行评估。
四年级
9.1.4a 考虑背景，识别并应用基本标准来评估、改进媒体艺术作品和制作流程。
五年级
9.1.5a 考虑背景并实践建设性的反馈，确定并应用评估媒体艺术作品和制作流程的标准。
初中一年级
9.1.6a 考虑背景并实践建设性的反馈，确定并应用特定标准来评估各种不同的媒体艺术作品和制作流程。
初中二年级
9.1.7a 考虑背景并实践建设性的反馈，制定并应用评估各种不同的媒体艺术作品和制作流程的标准。
初中三年级
9.1.8a 考虑背景和艺术目标，用制定的标准评估媒体艺术作品和制作流程。
高中熟练
9.1.Ia 使用确定的标准并考虑背景和艺术目标，在决定性阶段评估媒体艺术作品和制作流程。
高中精通
9.1.IIa 在媒体艺术作品和制作流程的建设性和系统性批判中形成并应用合理的评估。
高中进阶
9.1.IIIa 考虑复杂的目标和因素，为媒体艺术作品和制作流程独立制定严格的评估并策略性地寻求反馈意见。
10.1
艺术过程：连接
构成部分：联系
锚定标准：将艺术理念和作品与社会、文化及历史背景联系起来，以加深理解。
持久理解：通过将媒体艺术作品和想法与其目标、价值观及各种背景联系起来，可以更好地理解并产生媒体艺术作品和想法。
基本问题：媒体艺术如何与其各种背景、目的和价值观相联系？研究这些关系如何影响并深化媒体艺术家的理解和工作？
早教
10.1.PKa 在指导下，将媒体艺术作品与日常生活联系起来。
10.1.PKb 在指导下，与媒体艺术工具和环境进行安全、适当的互动。
幼儿园
10.1.Ka 在指导下，分享关于媒体艺术作品与日常生活（如日常活动）之间的关系的想法。
10.1.Kb 在指导下，与媒体艺术工具和环境进行安全、适当的互动。
一年级
10.1.1a 讨论并描述日常生活中的媒体艺术作品，如大众媒体以及与家人和朋友的关系。
10.1.1b 考虑安全性、规则性和公平性，与媒体艺术工具和环境进行适当的互动。
二年级
10.1.2a 讨论媒体艺术作品和想法如何与日常及文化生活相联系，如媒体信息和媒体环境。
10.1.2b 考虑安全性、规则性和公平性，与媒体艺术工具和环境进行适当的互动。
三年级
10.1.3a 识别媒体艺术作品和想法如何与日常及文化生活相关联并影响价值观与网络行为。
10.1.3b 考虑安全性、规则性和公平性，审视媒体艺术工具和环境并与其进行适当的互动。
四年级
10.1.4a 口头和/或用媒体艺术作品解释媒体艺术作品和想法如何与日常和文化生活相关联，如幻想和现实、技术使用。
10.1.4b 考虑伦理、规则性和公平性，审视媒体艺术工具和环境并与其进行适当的互动。
五年级
10.1.5a 研究并展示媒体艺术作品和想法如何与个人、社会及社区生活相关联，如探索商业和信息目的、历史及伦理。
10.1.5b 考虑伦理、规则性和媒体素养，审视、讨论媒体艺术工具和环境并与其进行适当的互动。
初中一年级
10.1.6a 研究并展示媒体艺术作品和想法如何与个人生活以及社会、社区和文化情境相关联，如个人身份、历史和娱乐。
10.1.6b 考虑合理使用和版权、伦理及媒体素养，分析媒体艺术工具和环境并与其进行适当的互动。
初中二年级
10.1.7a 研究并展示媒体艺术作品和想法如何与社区、职业和社交媒体等各种情境、目的和价值观相关联。
10.1.7b 考虑版权、伦理、媒体素养和社交媒体，分析媒体艺术工具和环境并负责任地与其互动。
初中三年级
10.1.8a 展示并解释媒体艺术作品和想法如何与各种背景、目的和价值观（如民主、环境以及人与地点的联系）相关联。
10.1.8b 考虑伦理、媒体素养、社交媒体和虚拟世界，分析媒体艺术工具、环境、及法律和技术背景并负责任地与其互动。
高中熟练
10.1.Ia 展示并解释媒体艺术作品和想法如何与各种背景、目的和价值观（如社会趋势、权力、平等和个人/文化身份）相关联。
10.1.Ib 考虑伦理、媒体素养、社交媒体、虚拟世界和数字身份，对媒体艺术的法律、技术、系统和职业背景进行批判性评估并与之有效互动。
高中精通
10.1.IIa 深入研究并展示媒体艺术理念和作品与各种背景、目的和价值观（如市场、系统、宣传和真理）之间的关系。
10.1.IIb 考虑伦理、媒体素养、数字身份和艺术家/观众的互动性，对媒体艺术的法律、技术、系统和职业背景进行批判性调查并与之进行符合伦理道德的互动。
高中进阶
10.1.IIIa 通过相关和有影响力的媒体艺术作品展示媒体艺术理念及作品与个人和全球背景、目的以及价值观之间的关系。
10.1.IIIb 对媒体艺术的法律、技术、系统和职业背景进行批判性调查及策略性互动。
11.1
艺术过程：连接
构成部分：综合
锚定标准：将知识和个人经历综合并关联起来创作艺术。
持久理解：媒体艺术作品综合意义并形成文化经验。
基本问题：我们如何将知识和经历与理解和创作媒体艺术作品相关联？我们如何通过制作媒体艺术作品来理解和创造意义？
早教
11.1.PKa 利用个人经历做媒体艺术作品。
11.1.PKb 在指导下，分享关于媒体艺术作品的经历。
幼儿园
11.1.Ka 利用个人经历和选择做媒体艺术作品。
11.1.Kb 分享关于媒体艺术作品的难忘经历。
一年级
11.1.1a 使用个人经历、兴趣和模型创作媒体艺术作品。
11.1.1b 分享关于媒体艺术作品的有意义的经历。
二年级
11.1.2a 利用个人经历、兴趣、信息和模型创作媒体艺术作品。
11.1.2b 讨论关于媒体艺术作品的经历，描述其意义和目的。
三年级
11.1.3a 利用个人和外部资源（如兴趣、信息和模型）创作媒体艺术作品。
11.1.3b 识别并展示媒体艺术作品如何形成意义、情境和/或文化，如大众媒体。
四年级
11.1.4a 审查并使用个人和外部资源（如兴趣、研究和文化理解）创作媒体艺术作品。
11.1.4b 审查并展示媒体艺术作品如何形成意义、情境和/或文化经历，如网络空间。
五年级
11.1.5a 获取并利用内外部资源（如兴趣、知识和经历）来创作媒体艺术作品。
11.1.5b 审查并展示媒体艺术作品如何形成意义、情境和文化经历，如新闻和文化事件。
初中一年级
11.1.6a 获取、评估并利用内外部资源来创作媒体艺术作品，如知识、经历、兴趣和研究。
11.1.6b 解释并展示媒体艺术作品如何形成新的意义、情境和文化经历，如历史事件。
初中二年级
11.1.7a 获取、评估并利用内外部资源来影响媒体艺术作品的创作，如经历、兴趣、研究和示例作品。
11.1.7b 解释并展示媒体艺术作品如何形成新的意义和知识、情境与文化经历，如学习和新信息。
初中三年级
11.1.8a 获取、评估并使用内外部资源影响媒体艺术作品的创作，如文化和社会知识、研究与示范作品。
11.1.8b 解释并展示媒体艺术作品如何扩展意义和知识并创造文化经历，如地方和全球性事件。
高中熟练
11.1.Ia 获取、评估并整合个人和外部资源来影响原创媒体艺术作品的创作，如经历、兴趣和文化经历。
11.1.Ib 解释并展示使用媒体艺术作品扩展意义和知识，并创造文化经历，如通过在线环境进行学习和分享。
高中精通
11.1.IIa 综合内外部资源来加强有说服力的媒体艺术作品创作，如文化关系、反思、研究和示例作品。
11.1.IIb 解释并展示使用媒体艺术作品综合新的意义和知识，并反映和形成文化经历，如主题和理念、地方和全球网络以及个人影响力之间的新联系。
高中进阶
11.1.IIIa 独立主动地获取相关的定性资源来影响有信服力的媒体艺术作品创作。
11.1.IIIb 展示并阐述利用媒体艺术作品完善新的意义、知识和有影响力的文化经历。
（译者：孙晓弋 责任编辑：刘青弋）
【注释】
①建模或概念建模：创建一个数字或实物的关于一个想法的呈现或草图，通常用于测试；原型设计。
②原型设计：创建媒体艺术作品的一个可测试版本、草图或模型，如游戏、角色、网站、应用程序等。
③发散思维：独特、原创、不寻常、有特性的想法；跳出传统模式思考。
④生成方法：创造新想法和模型的各种创新技术，如头脑风暴、游戏、开放式探索、实验、逆向假设、规则变通等。
⑤约束：对真实或感知的可能性的局限。
⑥个人审美：个人形成的独特的风格或表达自己的方式；艺术家的“声音”。
⑦定位：布局或安排的原则。
⑧关注：用于通过感官和概念上的影响效果来引导感觉的原则。
⑨运动：媒体艺术作品中不同项目的运动原理。
⑩力：一个元素内的能量或振幅的原理，如角色运动的速度和冲击力。
【翻译说明：此《标准》中，Grade PreK译为“早教”；Grade K译为“幼儿园”；Grade 1—Grade 5分别译为“一年级”至“五年级”；Grade 6—Grade 8分别译为“初中一年级”至“初中三年级”；Grade HS Prof icient译为“高中熟练”；Grade HS Accomplished译为“高中精通”；Grade HS Advanced译为“高中进阶”。】
