Coming up with ideas
Students start the year by gathering ideas for media projects like short videos, digital drawings, animations, or sound recordings. They sketch plans and talk about what they want to make and why.
What does a student learn in
This is the year media projects start to feel planned instead of pieced together. Students brainstorm an idea, sketch it out, then build it using tools like cameras, drawing apps, or simple video and sound. They share their work, talk about what they meant to say, and notice choices other creators made. By spring, they can plan and finish a short video, slideshow, or animation that tells a clear story.
- Planning a project
- Digital tools
- Making videos
- Sharing work
- Talking about art
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Building and shaping projects
Students put their ideas together using tools like cameras, tablets, or simple editing apps. They arrange images, sounds, and words, then revise their work based on feedback from classmates and the teacher.
- 3
Looking at media around us
Students watch and listen to videos, ads, songs, and digital art from different places and times. They notice choices the makers made and connect what they see to their own lives and communities.
- 4
Sharing finished work
Students polish a project and present it to classmates or families. They explain what their piece means, give thoughtful feedback to others, and use simple checklists to judge what makes a media project work well.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students connect something from their own life to a media arts project, using that personal experience to shape what they make and how they make it.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of media art and explain where it came from: what time period, what culture, or what real-world event shaped it. Context helps them understand why it looks and feels the way it does.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students connect something from their own life to a media arts project, using that personal experience to shape what they make and how they make it. | MA:Cn10.3 |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of media art and explain where it came from: what time period, what culture, or what real-world event shaped it. Context helps them understand why it looks and feels the way it does. | MA:Cn11.3 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students brainstorm and sketch out ideas for a media project, like a short video, a photo story, or a simple animation, before they start making it.
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Organize and develop artistic ideas and work
Students gather their ideas for a media project and arrange them into a clear plan before making the final piece.
-
Refine and complete artistic work
Students revisit a media project, make changes based on feedback or their own ideas, and decide when the work is finished.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students brainstorm and sketch out ideas for a media project, like a short video, a photo story, or a simple animation, before they start making it. | MA:Cr1.3 |
| Organize and develop artistic ideas and work | Students gather their ideas for a media project and arrange them into a clear plan before making the final piece. | MA:Cr2.3 |
| Refine and complete artistic work | Students revisit a media project, make changes based on feedback or their own ideas, and decide when the work is finished. | MA:Cr3.3 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students choose which of their media projects to share and explain why that piece best shows what they were trying to make.
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Develop and refine artistic techniques and work for presentation
Students practice and improve a media arts project (a digital image, short video, or animation) until it is ready to share with an audience.
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Convey meaning through the presentation of artistic work
Students choose how to share a finished piece, a drawing, a video, or a performance, so the audience understands what the work is about. The choices they make, like color, sound, or sequence, carry the message.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students choose which of their media projects to share and explain why that piece best shows what they were trying to make. | MA:Pr4.3 |
| Develop and refine artistic techniques and work for presentation | Students practice and improve a media arts project (a digital image, short video, or animation) until it is ready to share with an audience. | MA:Pr5.3 |
| Convey meaning through the presentation of artistic work | Students choose how to share a finished piece, a drawing, a video, or a performance, so the audience understands what the work is about. The choices they make, like color, sound, or sequence, carry the message. | MA:Pr6.3 |
Responding
Responding
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Perceive and analyze artistic work
Students look closely at a media artwork, like a photo, video, or animation, and explain what they notice about the choices the creator made.
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Interpret intent and meaning in artistic work
Students look at a piece of media art and explain what the artist was trying to say. They use details from the work to back up their thinking.
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Apply criteria to evaluate artistic work
Students look at a piece of media art and decide what makes it work well or fall short. They use a short list of criteria, like clarity or mood, to explain their thinking in words.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look closely at a media artwork, like a photo, video, or animation, and explain what they notice about the choices the creator made. | MA:Re7.3 |
| Interpret intent and meaning in artistic work | Students look at a piece of media art and explain what the artist was trying to say. They use details from the work to back up their thinking. | MA:Re8.3 |
| Apply criteria to evaluate artistic work | Students look at a piece of media art and decide what makes it work well or fall short. They use a short list of criteria, like clarity or mood, to explain their thinking in words. | MA:Re9.3 |
Common Questions
What is media arts at this age?
Media arts means making things like short videos, slideshows, simple animations, photo stories, and sound recordings. Students learn to plan an idea, put it together on a device, and share it with an audience.
What should students be able to do by the end of the year?
Students should be able to come up with an idea, plan it out, record or build it using a device, and make small changes to improve it. They should also be able to talk about what their work means and give kind, useful feedback on a classmate's work.
How can families support media arts at home?
Let students use a phone or tablet to record a short video about something they care about, like a pet trick or a how-to. Watch it together and ask what they would change next time. Ten minutes of planning before recording goes a long way.
Do students need fancy software or equipment?
No. A basic phone, tablet, or school laptop is enough. Free built-in apps for photos, video, and voice recording cover almost everything students need at this age.
What if a child is shy about sharing their work?
Start small. Let them show a finished piece to one family member before a bigger audience. Ask one specific question, such as what part they are most proud of, instead of asking for a full explanation.
How should media arts projects be sequenced across the year?
Start with short, single-step projects like a photo with a caption or a 15 second video. Move into multi-step projects later in the year, where students plan, record, and revise. Save the longest project for spring, when students can pull together everything they have practiced.
Which skills usually need the most reteaching?
Planning before recording and revising after a first try. Most students want to hit record and call it done. Build in a quick storyboard step and a required second take, even if the second take is only 30 seconds long.
How do students learn to give feedback on each other's work?
Give them two or three clear questions to answer about a classmate's piece, such as what the message was and what one part stood out. Keep feedback spoken or written in a sentence frame at first, then loosen the structure once students get the hang of it.
How do I know a student is ready for next year?
A student is ready when they can plan a short project, follow through on making it, explain what it means, and suggest one thing they would change. Technical polish matters less than the thinking behind the choices.