[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.

國家核心藝術(shù)標(biāo)準(zhǔn)（五）

［美］ 國家核心藝術(shù)標(biāo)準(zhǔn)聯(lián)盟

媒體藝術(shù)

媒體藝術(shù)標(biāo)準(zhǔn)針對(duì)的是媒體藝術(shù)的多種形式和類別，包括成像、聲音、動(dòng)態(tài)影像，以及虛擬和互動(dòng)的形式。媒體藝術(shù)標(biāo)準(zhǔn)并不指定教學(xué)內(nèi)容與方法，而是定義適合不同年齡段學(xué)生的學(xué)習(xí)成果，以實(shí)現(xiàn)持久理解和培養(yǎng)藝術(shù)素養(yǎng)為目標(biāo)。因此，這是一個(gè)概括性的標(biāo)準(zhǔn)，不包括具體說明特定的技術(shù)或技巧，也很少包含術(shù)語或活動(dòng)的例子。此標(biāo)準(zhǔn)考慮到教授、方法論以及環(huán)境的多樣性，適用于當(dāng)前全美范圍內(nèi)廣泛的教學(xué)類型。各州和地區(qū)可（根據(jù)自身情況）制定更具獨(dú)特性的標(biāo)準(zhǔn)，階段性評(píng)估模型提供更具體的項(xiàng)目、課程及活動(dòng)示例。

此標(biāo)準(zhǔn)通常以線性、連續(xù)性的形式呈現(xiàn)，以呈現(xiàn)創(chuàng)意制作流程，但也可根據(jù)需要以非線性方式使用，處理特定的流程、構(gòu)成部分或標(biāo)準(zhǔn)。比如，根據(jù)設(shè)定的情境可將課程和單元設(shè)計(jì)為從“連接”部分開始，再進(jìn)入“回應(yīng)”部分，分析媒體藝術(shù)的特定示例，然后進(jìn)入“創(chuàng)作”部分，開始制作。此外，此標(biāo)準(zhǔn)介紹了整體創(chuàng)意過程的各部分，可幫助人們?cè)趧?chuàng)作作品時(shí)迅速而連續(xù)地解決問題。因此，“創(chuàng)作”部分包含的頭腦風(fēng)暴環(huán)節(jié)也不斷涉及“回應(yīng)”甚至“連接”部分。一個(gè)結(jié)構(gòu)合理的班級(jí)、課程或單元可處理許多甚至是所有的標(biāo)準(zhǔn)。通過此交互式網(wǎng)站，可多樣化地使用此標(biāo)準(zhǔn)，為課程計(jì)劃、教授以及評(píng)估提供了靈活性。比如，構(gòu)成部分對(duì)一些教師來說可能是主要的組織工具。

持久理解和基本問題是按照年級(jí)編寫的，教師可根據(jù)具體情況對(duì)年級(jí)標(biāo)準(zhǔn)進(jìn)行調(diào)整，建議參照相對(duì)低或高年級(jí)的標(biāo)準(zhǔn)來衡量熟練程度的進(jìn)展情況。標(biāo)準(zhǔn)假設(shè)學(xué)生在特定年級(jí)接觸過極少或沒有接觸過正式的媒體藝術(shù)教學(xué)?；谧罴褜?shí)踐，整個(gè)媒體藝術(shù)標(biāo)準(zhǔn)假定基于合作模式。

1.1

藝術(shù)過程：創(chuàng)作構(gòu)成部分：構(gòu)想

錨定標(biāo)準(zhǔn)：生成并概念化藝術(shù)思想和作品。

持久理解：媒體藝術(shù)的想法、作品和流程由藝術(shù)內(nèi)外的想象力、創(chuàng)作流程及經(jīng)驗(yàn)所塑造。

基本問題：媒體藝術(shù)家如何產(chǎn)生想法？如何能夠?yàn)槊襟w藝術(shù)制作形成并發(fā)展出有效和原創(chuàng)的想法 ？

早教

1.1.PKa 在指導(dǎo)下探索工具、方法及想象，分享關(guān)于媒體藝術(shù)作品的想法。

幼兒園

1.1.Ka 通過游戲和試驗(yàn)，發(fā)現(xiàn)并分享關(guān)于媒體藝術(shù)作品的想法。

一年級(jí)

1.1.1a 通過畫草圖和建模①，表達(dá)并分享關(guān)于媒體藝術(shù)作品的想法。

二年級(jí)

1.1.2a 通過頭腦風(fēng)暴和即興創(chuàng)作，發(fā)現(xiàn)媒體藝術(shù)作品的多種想法。

三年級(jí)

1.1.3a 使用各種工具、方法和/或材料為媒體藝術(shù)作品發(fā)展多種想法。

四年級(jí)

1.1.4a 使用各種創(chuàng)造性方法（如頭腦風(fēng)暴和建模）構(gòu)思媒體藝術(shù)作品的原創(chuàng)藝術(shù)目標(biāo)。

五年級(jí)

1.1.5a 利用個(gè)人經(jīng)歷和/或他人作品構(gòu)想媒體藝術(shù)作品的創(chuàng)意和創(chuàng)新。

初中一年級(jí)

1.1.6a 通過選定的創(chuàng)作流程（如畫草圖、即興創(chuàng)作和頭腦風(fēng)暴），為媒體藝術(shù)作品制定目標(biāo)和解決方案。

初中二年級(jí)

1.1.7a 通過應(yīng)用選定的創(chuàng)造性過程（如概念建模和原型設(shè)計(jì)②）為媒體藝術(shù)作品提供各種想法和解決方案。

初中三年級(jí)

1.1.8a 通過應(yīng)用重點(diǎn)突出的創(chuàng)作流程（如發(fā)散思維③和試驗(yàn)），為原創(chuàng)媒體藝術(shù)作品產(chǎn)生想法、目標(biāo)和解決方案。

高中熟練

1.1.Ia 在媒體藝術(shù)創(chuàng)作過程中，使用已識(shí)別的生成方法④來規(guī)劃多種想法、制定藝術(shù)目標(biāo)并解決問題。

高中精通

1.1.IIa 戰(zhàn)略性地運(yùn)用生成方法，在媒體藝術(shù)創(chuàng)作過程中規(guī)劃多種想法、完善藝術(shù)目標(biāo)并提高方法的原創(chuàng)性。

高中進(jìn)階

1.1.IIIa 將美學(xué)原理與多種生成方法相結(jié)合，在媒體藝術(shù)創(chuàng)作過程中能夠流暢地形成原創(chuàng)思想、解決方案并創(chuàng)新。

2.1

藝術(shù)過程：創(chuàng)作

構(gòu)成部分：發(fā)展

錨定標(biāo)準(zhǔn)：組織并發(fā)展藝術(shù)思想和作品。

持久理解：媒體藝術(shù)家計(jì)劃、組織并將創(chuàng)意、計(jì)劃和模型發(fā)展成為可有效實(shí)現(xiàn)藝術(shù)理念的流程結(jié)構(gòu)。

基本問題：媒體藝術(shù)家如何將想法和模型組織并發(fā)展成流程結(jié)構(gòu)做成實(shí)現(xiàn)預(yù)期的最終產(chǎn)品？

早教

2.1.PKa 在指導(dǎo)下，形成想法并將其融入媒體藝術(shù)制作的計(jì)劃或模型中。

幼兒園

2.1.Ka 在指導(dǎo)下，運(yùn)用想法來形成媒體藝術(shù)制作的計(jì)劃或模型。

一年級(jí)

2.1.1a 在指導(dǎo)下，使用已識(shí)別的想法為媒體藝術(shù)制作制定計(jì)劃和模型。

二年級(jí)

2.1.2a 選取想法為媒體藝術(shù)制作創(chuàng)建計(jì)劃和模型。

三年級(jí)

2.1.3a 形成、分享并測試想法、計(jì)劃和模型，為媒體藝術(shù)制作做準(zhǔn)備。

四年級(jí)

2.1.4a 考慮藝術(shù)目標(biāo)和演示，為媒體藝術(shù)制作討論、測試并匯總想法、計(jì)劃和模型。

五年級(jí)

2.1.5a 考慮藝術(shù)目標(biāo)和觀眾，為媒體藝術(shù)制作制訂、展示并測試想法、計(jì)劃、模型和建議。

初中一年級(jí)

2.1.6a 根據(jù)明確的意圖，為媒體藝術(shù)制作組織、提議并評(píng)估藝術(shù)想法、計(jì)劃、原型和制作流程。

初中二年級(jí)

2.1.7a 考慮表現(xiàn)意圖和資源，為媒體藝術(shù)制作設(shè)計(jì)、提出并評(píng)估藝術(shù)想法、計(jì)劃、原型和制作流程。

初中三年級(jí)

2.1.8a 考慮意圖、資源及演示環(huán)境，對(duì)媒體藝術(shù)制作的想法、計(jì)劃、原型和制作流程進(jìn)行組織和評(píng)論。

高中熟練

2.1.Ia 考慮原創(chuàng)靈感、目標(biāo)及演示環(huán)境，在制訂、提出和完善媒體藝術(shù)制作的藝術(shù)想法、計(jì)劃、原型及制作流程中應(yīng)用審美標(biāo)準(zhǔn)。

高中精通

2.1.IIa 考慮藝術(shù)意圖、資源約束⑤及演示環(huán)境，在設(shè)計(jì)、測試和完善媒體藝術(shù)制作的原創(chuàng)藝術(shù)想法、原型及制作策略中應(yīng)用個(gè)人審美⑥。

高中進(jìn)階

2.1.IIIa 考慮目標(biāo)、時(shí)間、資源和個(gè)人局限的復(fù)雜約束，在形成、測試和提出原創(chuàng)藝術(shù)想法、原型及制作框架時(shí)融入復(fù)雜的個(gè)人審美和系統(tǒng)流程知識(shí)。

3.1

藝術(shù)過程：創(chuàng)作

構(gòu)成部分：構(gòu)建

錨定標(biāo)準(zhǔn)：完善并完成藝術(shù)作品。

持久理解：美學(xué)構(gòu)成、原則及流程的形成、整合和完善為媒體藝術(shù)作品提供目的、意義及藝術(shù)性。

基本問題：制作出一個(gè)傳達(dá)目的、意義和藝術(shù)性的媒體藝術(shù)作品需要什么條件？媒體藝術(shù)家如何改進(jìn)/完善他們的工作成果？

早教

3.1.PKa 在媒體藝術(shù)制作中，在指導(dǎo)實(shí)踐中自由地制作和捕捉媒體藝術(shù)內(nèi)容。

3.1.PKb 在創(chuàng)作媒體藝術(shù)作品時(shí)，在指導(dǎo)實(shí)踐中自由地嘗試并分享表達(dá)效果。

幼兒園

3.1.Ka 在媒體藝術(shù)制作中，形成并捕捉實(shí)現(xiàn)表達(dá)和意義的媒體藝術(shù)內(nèi)容。

3.1.Kb 更改媒體藝術(shù)作品的內(nèi)容、形式或呈現(xiàn)，并分享結(jié)果。

一年級(jí)

3.1.1a 為媒體藝術(shù)制作創(chuàng)建、捕捉并收集媒體藝術(shù)內(nèi)容，識(shí)別基本原則（如模式和重復(fù)）。

3.1.1b 練習(xí)并識(shí)別對(duì)內(nèi)容、形式或呈現(xiàn)進(jìn)行更改的效果，以完善和完成媒體藝術(shù)作品。

二年級(jí)

3.1.2a 為統(tǒng)一的媒體藝術(shù)制作構(gòu)建并收集內(nèi)容，識(shí)別并應(yīng)用基本原則（如定位⑦和關(guān)注⑧）。

3.1.2b 測試并描述修改、完善和完成媒體藝術(shù)作品的表現(xiàn)效果。

三年級(jí)

3.1.3a 描述并應(yīng)用一套明確的原則（如運(yùn)動(dòng)⑨和力⑩），將各種內(nèi)容構(gòu)建并整理成統(tǒng)一且有針對(duì)性的媒體藝術(shù)制作。

3.1.3b 練習(xí)并分析對(duì)元素的強(qiáng)調(diào)是如何改變完善和完成媒體作品的效果與目的的。

四年級(jí)

3.1.4a 應(yīng)用多套相關(guān)原則（如平衡和對(duì)比），在不同的媒體藝術(shù)制作中構(gòu)建并安排各種內(nèi)容和成分以傳達(dá)目的和意義。

3.1.4b 在完善媒體藝術(shù)作品時(shí)展示策劃效果的能力，有目的地強(qiáng)調(diào)元素。

五年級(jí)

3.1.5a 運(yùn)用多套相關(guān)原則（如強(qiáng)調(diào)和夸張），在不同的媒體藝術(shù)制作中創(chuàng)作內(nèi)容并將各個(gè)成分結(jié)合起來以傳達(dá)表現(xiàn)力、目的和意義。

3.1.5b 確定如何利用改變?cè)睾统煞謥韺?shí)現(xiàn)清晰的溝通和策劃的效果，并完善媒體藝術(shù)作品以改進(jìn)清晰度和目的。

初中一年級(jí)

3.1.6a 使用一系列相關(guān)原則（如立場和視角），嘗試使用多種方法為媒體藝術(shù)制作中確定的目的和意義創(chuàng)作內(nèi)容與成分。

3.1.6b 鑒定如何為策劃的效果和觀眾修改元素和成分，完善媒體作品與目的和觀眾相呼應(yīng)。

初中二年級(jí)

3.1.7a 協(xié)調(diào)制作流程，為媒體藝術(shù)制作中確定的目的和意義整合內(nèi)容和成分，展現(xiàn)對(duì)相關(guān)原則（如敘事結(jié)構(gòu)和布局）的理解。

3.1.7b 通過有意圖地強(qiáng)調(diào)特定表達(dá)元素來改進(jìn)和完善媒體藝術(shù)作品，以反映對(duì)目的、觀眾或地點(diǎn)的理解。

初中三年級(jí)

3.1.8a 實(shí)施制作流程，為媒體藝術(shù)制作中確定的意義整合內(nèi)容和風(fēng)格慣例，展示對(duì)相關(guān)原則（如主題和統(tǒng)一性）的理解。

3.1.8b 完善并修改媒體藝術(shù)作品，提高技術(shù)質(zhì)量并有意圖地突出選定的表達(dá)和風(fēng)格元素，以反映對(duì)目的、觀眾和地點(diǎn)的理解。

高中熟練

3.1.Ia 鞏固制作流程以展示在媒體藝術(shù)制作中慎重選擇組織與整合內(nèi)容和風(fēng)格慣例的能力，展示對(duì)相關(guān)原則（如強(qiáng)調(diào)和格調(diào)）的理解。

3.1.Ib 完善并修改媒體作品，打磨美學(xué)品質(zhì)并有意識(shí)地突出風(fēng)格元素，以反映對(duì)個(gè)人目標(biāo)和偏好的理解。

高中精通

3.1.IIa 鞏固制作流程以展示在媒體藝術(shù)制作中慎重選擇組織與整合內(nèi)容和風(fēng)格慣例的能力，展示對(duì)相關(guān)原則（如連續(xù)性和并置性）的理解。

3.1.IIb 為特定目的、意圖、觀眾和環(huán)境，在媒體藝術(shù)作品中，完善并精心制作美學(xué)元素和技術(shù)成分，有意圖地形成有力的表達(dá)。

高中進(jìn)階

3.1.IIIa 綜合內(nèi)容、流程和成分，在復(fù)雜的媒體藝術(shù)制作中表現(xiàn)令人信服的目的、故事、情感或想法，展現(xiàn)對(duì)相關(guān)原則（如混合）的掌握。

3.1.IIIb 不斷有意圖地完善和精煉元素和成分，在媒體藝術(shù)作品中形成針對(duì)具體目的、受眾和環(huán)境的有力的表達(dá)。

4.1

藝術(shù)過程：制作

構(gòu)成部分：整合

錨定標(biāo)準(zhǔn)：選擇、分析并解讀用于演示的藝術(shù)作品。

持久理解：媒體藝術(shù)家整合各種形式和內(nèi)容來制作復(fù)雜而統(tǒng)一的藝術(shù)作品。

基本問題：復(fù)雜的媒體藝術(shù)經(jīng)歷是如何構(gòu)建的？

早教

4.1.PKa 在指導(dǎo)下，將不同的形式和內(nèi)容（如圖像和聲音）結(jié)合成媒體藝術(shù)作品。

幼兒園

4.1.Ka 在指導(dǎo)下，將藝術(shù)形式和媒體內(nèi)容（如舞蹈和視頻）結(jié)合成媒體藝術(shù)作品。

一年級(jí)

4.1.1a 在媒體藝術(shù)作品中將各種學(xué)術(shù)、藝術(shù)及媒體內(nèi)容（如插圖故事）結(jié)合起來。

二年級(jí)

4.1.2a 練習(xí)將不同的學(xué)術(shù)、藝術(shù)和媒體內(nèi)容融合到統(tǒng)一的媒體藝術(shù)作品中，如有旁白的科普動(dòng)畫。

三年級(jí)

4.1.3a 練習(xí)將不同的學(xué)術(shù)、藝術(shù)及媒體形式和內(nèi)容融合到統(tǒng)一的媒體藝術(shù)作品中，如動(dòng)漫、音樂和舞蹈。

四年級(jí)

4.1.4a 展示如何將多種學(xué)術(shù)、藝術(shù)及媒體形式和內(nèi)容混合并整理成為媒體藝術(shù)作品，如敘事、舞蹈和媒體等。

五年級(jí)

4.1.5a 通過整合多種內(nèi)容和形式來創(chuàng)作媒體作品，如媒體節(jié)目。

初中一年級(jí)

4.1.6a 驗(yàn)證如何通過整合多種內(nèi)容和形式支持媒體藝術(shù)作品中的一個(gè)核心思想，如媒體、敘述和表演等。

初中二年級(jí)

4.1.7a 將多種內(nèi)容和形式整合到統(tǒng)一的媒體藝術(shù)制作中，傳達(dá)一致的觀點(diǎn)和敘述，如交互式視頻游戲。

初中三年級(jí)

4.1.8a 將多種內(nèi)容和形式整合到統(tǒng)一的媒體藝術(shù)制作中，傳達(dá)特定的主題或想法，如跨學(xué)科影片或多媒體劇場。

高中熟練

4.1.Ia 考慮觀眾的反應(yīng)和互動(dòng)，將各種藝術(shù)及媒體藝術(shù)的形式和內(nèi)容融入統(tǒng)一的媒體藝術(shù)制作中，如體驗(yàn)式設(shè)計(jì)。

高中精通

4.1.IIa 將各種藝術(shù)及媒體藝術(shù)的形式和學(xué)術(shù)內(nèi)容整合到統(tǒng)一的媒體藝術(shù)制作中，保留主題完整性和風(fēng)格連續(xù)性，如跨媒體制作。

高中進(jìn)階

4.1.IIIa 將各種藝術(shù)及媒體藝術(shù)的形式和學(xué)術(shù)內(nèi)容綜合成統(tǒng)一的媒體藝術(shù)作品，保留跨平臺(tái)的藝術(shù)逼真度，例如跨學(xué)科制作。

5.1

藝術(shù)過程：制作

構(gòu)成部分：練習(xí)

錨定標(biāo)準(zhǔn)：發(fā)展并完善用于演示的藝術(shù)技巧和作品。

持久理解：媒體藝術(shù)家需要一系列技巧和能力來創(chuàng)造性地解決媒體藝術(shù)制作中的問題和通過媒體藝術(shù)制作解決問題。

基本問題：實(shí)現(xiàn)預(yù)期效果的媒體藝術(shù)作品需要哪些技能？如何提高這些技能？如何在媒體藝術(shù)制作中和通過媒體藝術(shù)制作發(fā)展創(chuàng)造力和進(jìn)行創(chuàng)新？媒體藝術(shù)家如何使用各種工具和技術(shù)？

早教

5.1.PKa 使用發(fā)現(xiàn)的技能，如在創(chuàng)作媒體作品時(shí)使用工具、做出選擇以及分享。

5.1.PKb 在媒體藝術(shù)制作中使用發(fā)現(xiàn)的創(chuàng)意技能，如自由地或在指導(dǎo)練習(xí)中想象。

5.1.PKc 自由地或在指導(dǎo)練習(xí)中使用媒體藝術(shù)創(chuàng)作工具。

幼兒園

5.1.Ka 在創(chuàng)作媒體藝術(shù)作品時(shí)識(shí)別并展示基本技能，如處理工具、做出選擇以及合作。

5.1.Kb 在媒體藝術(shù)制作中識(shí)別并展示創(chuàng)造性技能，如表演。

5.1.Kc 練習(xí)、發(fā)現(xiàn)并分享媒體藝術(shù)創(chuàng)作工具的工作原理。

一年級(jí)

5.1.1a 描述并展示各種藝術(shù)技巧和角色，如媒體藝術(shù)制作中的技術(shù)步驟、策劃以及合作。

5.1.1b 在媒體藝術(shù)制作中描述并展示基本創(chuàng)作技巧，如變化技術(shù)。

5.1.1c 對(duì)使用工具和技術(shù)構(gòu)建媒體藝術(shù)作品的不同方式進(jìn)行試驗(yàn)并分享。

二年級(jí)

5.1.2a 行使角色，在各種已識(shí)別的藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能方面展示基本能力，如媒體藝術(shù)制作中的工具使用及合作。

5.1.2b 在媒體藝術(shù)制作中或通過媒體藝術(shù)制作展示對(duì)實(shí)驗(yàn)技巧（如游戲式練習(xí)）和試錯(cuò)法的運(yùn)用。

5.1.2c 展示并探索已識(shí)別的方法使用工具來捕捉并形成媒體藝術(shù)作品。

三年級(jí)

5.1.3a 展示出不斷發(fā)展作為藝術(shù)、設(shè)計(jì)、技術(shù)和組織的各種角色的能力，如在媒體藝術(shù)制作中做出創(chuàng)作決策、操作工具和制訂小組計(jì)劃。

5.1.3b 展示基本的創(chuàng)作技能，在媒體藝術(shù)制作中和通過媒體藝術(shù)制作發(fā)明新的內(nèi)容和解決方案。

5.1.3c 在構(gòu)建媒體藝術(shù)作品時(shí)展示對(duì)工具和技術(shù)的標(biāo)準(zhǔn)使用。

四年級(jí)

5.1.4a 行使確定的角色，練習(xí)基礎(chǔ)的藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能，如媒體藝術(shù)制作中的形式技術(shù)、設(shè)備使用、制作以及合作。

5.1.4b 在解決媒體藝術(shù)制作中的問題和通過媒體藝術(shù)制作解決問題時(shí)，練習(xí)基礎(chǔ)的創(chuàng)新能力，如設(shè)計(jì)思維。

5.1.4c 在構(gòu)建媒體藝術(shù)作品時(shí)，以標(biāo)準(zhǔn)和新穎的方式展示對(duì)工具和技術(shù)的使用。

五年級(jí)

5.1.5a 行使不同的角色，練習(xí)在藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能方面的能力，如在媒體藝術(shù)制作中的形式技巧、制作以及合作。

5.1.5b 練習(xí)基礎(chǔ)的創(chuàng)造性和創(chuàng)新能力（如擴(kuò)展慣例），以解決媒體藝術(shù)制作中的問題和通過媒體藝術(shù)制作解決問題。

5.1.5c 考察工具和技術(shù)如何以標(biāo)準(zhǔn)和實(shí)驗(yàn)性的方式用于構(gòu)建媒體藝術(shù)作品。

初中一年級(jí)

5.1.6a 通過在制作媒體藝術(shù)作品中扮演不同的指定角色，發(fā)展各種藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能，如創(chuàng)造發(fā)明、形式技巧、制作、首創(chuàng)精神和解決問題。

5.1.6b 在媒體藝術(shù)制作中和通過媒體藝術(shù)制作制定解決方案時(shí)，開發(fā)各種創(chuàng)造性和適應(yīng)性的創(chuàng)新能力，如測試約束條件。

5.1.6c 展示以標(biāo)準(zhǔn)和實(shí)驗(yàn)性的方式使用工具與技術(shù)構(gòu)建媒體藝術(shù)作品的適應(yīng)能力。

初中二年級(jí)

5.1.7a 通過在制作媒體藝術(shù)作品中扮演不同的角色，展現(xiàn)出日益增強(qiáng)的藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能，如創(chuàng)造性地解決問題和組織能力。

5.1.7b 在媒體藝術(shù)作品中和通過媒體藝術(shù)作品開發(fā)解決方案時(shí)，展示日益增強(qiáng)的創(chuàng)造性和適應(yīng)性創(chuàng)新能力，如探索流程。

5.1.7c 展示以標(biāo)準(zhǔn)和實(shí)驗(yàn)性方式使用工具與技術(shù)的適應(yīng)性，以實(shí)現(xiàn)構(gòu)建媒體藝術(shù)作品時(shí)的某個(gè)指定目的。

初中三年級(jí)

5.1.8a 通過在制作媒體藝術(shù)作品中扮演指定的角色作用，展示一系列明確的藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能，如制定戰(zhàn)略和合作性交流。

5.1.8b 展示一系列明確的、具有創(chuàng)造性和適應(yīng)性的創(chuàng)新能力（如不同的解決方案和慣例變通），為在媒體藝術(shù)制作中和通過媒體藝術(shù)制作發(fā)現(xiàn)的問題開發(fā)新的解決方案。

5.1.8c 展示以標(biāo)準(zhǔn)和實(shí)驗(yàn)性的方式使用工具、技術(shù)和內(nèi)容的適應(yīng)性，以在媒體藝術(shù)作品制作中交流意圖。

高中熟練

5.1.Ia 在不同媒體藝術(shù)作品的制作中選擇并扮演特定角色作用，并據(jù)此展示在藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能方面的進(jìn)步。

5.1.Ib 發(fā)展并完善一系列確定的創(chuàng)意性和適應(yīng)性創(chuàng)新能力（如設(shè)計(jì)思維和風(fēng)險(xiǎn)承擔(dān)），以應(yīng)對(duì)在媒體藝術(shù)制作中和通過媒體藝術(shù)制作發(fā)現(xiàn)的挑戰(zhàn)和制約。

5.1.Ic 通過以標(biāo)準(zhǔn)和創(chuàng)新的方式結(jié)合工具、技術(shù)和內(nèi)容，展示在媒體藝術(shù)作品制作中交流意圖的適應(yīng)性和創(chuàng)新性。

高中精通

5.1.IIa 在管理和制作媒體藝術(shù)作品時(shí)表現(xiàn)出有效地控制使用藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能。

5.1.IIb 在創(chuàng)造性和適應(yīng)性創(chuàng)新能力方面展現(xiàn)出有效的能力（如對(duì)抗完結(jié)和積極使用失敗經(jīng)驗(yàn)），以在媒體藝術(shù)制作中和通過媒體藝術(shù)制作應(yīng)對(duì)復(fù)雜挑戰(zhàn)。

5.1.IIc 在不同的媒體藝術(shù)作品的制作中，展現(xiàn)對(duì)工具、風(fēng)格、技術(shù)和互動(dòng)性的嫻熟適應(yīng)和巧妙結(jié)合，以實(shí)現(xiàn)具體表達(dá)目的。

高中進(jìn)階

5.1.IIIa 采用精通的藝術(shù)、設(shè)計(jì)、技術(shù)和軟技能管理并制作媒體藝術(shù)作品。

5.1.IIIb 流暢地運(yùn)用精通的創(chuàng)造性和創(chuàng)新性的適應(yīng)能力來制定調(diào)查和解決方案，以在媒體藝術(shù)制作中和通過媒體藝術(shù)制作應(yīng)對(duì)復(fù)雜的挑戰(zhàn)。

5.1.IIIc 在復(fù)雜的媒體藝術(shù)作品制作中，獨(dú)立地以標(biāo)準(zhǔn)、創(chuàng)新和實(shí)驗(yàn)性的方式運(yùn)用和調(diào)整工具、風(fēng)格及系統(tǒng)。

6.1

藝術(shù)過程：制作

構(gòu)成部分：呈現(xiàn)

錨定標(biāo)準(zhǔn)：通過藝術(shù)作品的演示來傳達(dá)意義。

持久理解：媒體藝術(shù)家在不同環(huán)境中有目的地展示、分享并發(fā)行媒體藝術(shù)作品。

基本問題：時(shí)間、地點(diǎn)、受眾和環(huán)境如何影響媒體藝術(shù)作品的呈現(xiàn)或表演選擇？以公開形式展示或分享媒體藝術(shù)作品如何幫助媒體藝術(shù)家學(xué)習(xí)和成長？

早教

6.1.PKa 在指導(dǎo)下，分擔(dān)角色并討論演示媒體藝術(shù)作品的情況。

6.1.PKb 在指導(dǎo)下，分享對(duì)媒體藝術(shù)作品演示的反應(yīng)。

幼兒園

6.1.Ka 在指導(dǎo)下，識(shí)別并分享演示媒體藝術(shù)作品的角色及情況。

6.1.Kb 在指導(dǎo)下，識(shí)別并分享對(duì)媒體藝術(shù)作品演示的反應(yīng)。

一年級(jí)

6.1.1a 在指導(dǎo)下，討論演示條件并執(zhí)行演示媒體藝術(shù)作品中的一個(gè)任務(wù)。

6.1.1b 在指導(dǎo)下，討論媒體藝術(shù)作品演示的經(jīng)驗(yàn)。

二年級(jí)

6.1.2a 識(shí)別并描述演示條件并執(zhí)行演示媒體藝術(shù)作品的任務(wù)。

6.1.2b 識(shí)別并描述演示媒體藝術(shù)作品的經(jīng)驗(yàn)并分享結(jié)果。

三年級(jí)

6.1.3a 識(shí)別并描述演示條件，并在演示或發(fā)行媒體藝術(shù)作品時(shí)承擔(dān)角色、負(fù)責(zé)/展示流程。

6.1.3b 識(shí)別并描述演示媒體藝術(shù)作品的經(jīng)驗(yàn)，分享結(jié)果并做出改進(jìn)。

四年級(jí)

6.1.4a 解釋演示條件，并在演示或發(fā)行媒體藝術(shù)作品時(shí)履行角色并完成流程。

6.1.4b 解釋演示媒體藝術(shù)作品的結(jié)果并做出改進(jìn)。

五年級(jí)

6.1.5a 比較演示形式的質(zhì)量和目的，并在媒體藝術(shù)作品的演示和/或發(fā)行中履行角色并完成相關(guān)流程。

6.1.5b 比較演示媒體藝術(shù)作品的結(jié)果并做出改進(jìn)。

初中一年級(jí)

6.1.6a 分析多種演示格式，并在媒體藝術(shù)作品的演示和/或發(fā)行中完成多項(xiàng)任務(wù)及確定的流程。

6.1.6b 分析演示媒體藝術(shù)作品的結(jié)果并做出改進(jìn)。

初中二年級(jí)

6.1.7a 評(píng)估各種演示格式，以便在媒體藝術(shù)作品的演示和/或發(fā)行中履行各種任務(wù)并完成確定的流程。

6.1.7b 考慮對(duì)個(gè)人成長的影響，評(píng)估演示媒體藝術(shù)作品的結(jié)果并做出改進(jìn)。

初中三年級(jí)

6.1.8a 通過多種格式和/或環(huán)景設(shè)計(jì)媒體藝術(shù)作品的演示和發(fā)行。

6.1.8b 考慮對(duì)個(gè)人成長和外部效果的影響，評(píng)估演示媒體藝術(shù)作品的結(jié)果并實(shí)現(xiàn)改進(jìn)。

高中熟練

6.1.Ia 考慮結(jié)合藝術(shù)作品、格式和觀眾，設(shè)計(jì)一系列媒體藝術(shù)作品的演示和發(fā)行。

6.1.Ib 考慮個(gè)人和當(dāng)?shù)赜绊懀ㄈ鐚?duì)自己和他人的利益），評(píng)估并實(shí)施演示媒體藝術(shù)作品時(shí)需要改進(jìn)之處。

高中精通

6.1.IIa 通過各種不同環(huán)境（如大眾受眾、實(shí)體和虛擬頻道）策劃并設(shè)計(jì)一系列媒體藝術(shù)作品的演示和發(fā)行。

6.1.IIb 考慮個(gè)人、本地和社會(huì)影響（如人們經(jīng)歷的或某種情況發(fā)生的變化），評(píng)估并實(shí)施演示媒體藝術(shù)作品時(shí)需要改進(jìn)之處。

高中進(jìn)階

6.1.IIIa 通過各種不同的環(huán)境（如市場和場館），策劃、設(shè)計(jì)并推動(dòng)媒體藝術(shù)作品的演示和發(fā)行，有意圖地增加影響力。

6.1.IIIb 考慮個(gè)人與全球的影響（如藝術(shù)家和觀眾獲得的新的理解），獨(dú)立評(píng)估、比較和整合演示媒體藝術(shù)作品的改進(jìn)之處。

7.1

藝術(shù)過程：回應(yīng)

構(gòu)成部分：感知

錨定標(biāo)準(zhǔn)：感知并分析藝術(shù)作品。

持久理解：通過識(shí)別媒體藝術(shù)作品的品質(zhì)和特點(diǎn)，提高個(gè)人藝術(shù)欣賞和制作水平。

基本問題：我們?nèi)绾巍伴喿x”媒體藝術(shù)作品并辨別其相關(guān)的成分？媒體藝術(shù)作品如何傳達(dá)意義并管理觀眾體驗(yàn)？

早教

7.1.PKa 在指導(dǎo)下，探索并討論各種不同的媒體藝術(shù)作品中的成分和信息。

7.1.PKb 在指導(dǎo)下，探索媒體藝術(shù)作品并討論體驗(yàn)。

幼兒園

7.1.Ka 辨認(rèn)出并分享媒體藝術(shù)作品中的成分和信息。

7.1.Kb 辨認(rèn)出并分享各種不同的媒體藝術(shù)作品如何創(chuàng)造不同的體驗(yàn)。

一年級(jí)

7.1.1a 識(shí)別媒體藝術(shù)作品中的成分和信息。

7.1.1b 在指導(dǎo)下，識(shí)別各種不同的媒體藝術(shù)作品如何創(chuàng)造不同的體驗(yàn)。

二年級(jí)

7.1.2a 識(shí)別并描述媒體藝術(shù)作品中的成分和信息。

7.1.2b 識(shí)別并描述各種媒體藝術(shù)作品如何創(chuàng)造不同的體驗(yàn)。

三年級(jí)

7.1.3a 識(shí)別并描述如何在媒體藝術(shù)作品中用成分創(chuàng)作信息。

7.1.3b 識(shí)別并描述如何在媒體藝術(shù)作品中用各種形式、方法和風(fēng)格管理觀眾體驗(yàn)。

四年級(jí)

7.1.4a 識(shí)別、描述并解釋如何在媒體藝術(shù)作品中用成分創(chuàng)作信息。

7.1.4b 識(shí)別、描述并解釋如何在媒體藝術(shù)作品中用各種形式、方法和風(fēng)格管理觀眾體驗(yàn)。

五年級(jí)

7.1.5a 識(shí)別、描述并區(qū)分如何在媒體藝術(shù)作品中使用成分創(chuàng)作信息和意義。

7.1.5b 識(shí)別、描述并區(qū)分如何在媒體藝術(shù)作品中用各種形式、方法和風(fēng)格管理觀眾體驗(yàn)。

初中一年級(jí)

7.1.6a 識(shí)別、描述并分析如何在媒體藝術(shù)作品中使用成分創(chuàng)作信息和意義。

7.1.6b 識(shí)別、描述并分析如何在媒體藝術(shù)作品中用各種形式、方法和風(fēng)格管理觀眾體驗(yàn)。

初中二年級(jí)

7.1.7a 描述、比較并分析媒體藝術(shù)作品中各成分的特性和彼此之間的關(guān)系。

7.1.7b 描述、比較和分析媒體藝術(shù)作品中的各種形式、方法和風(fēng)格如何與個(gè)人偏好相互作用并影響觀眾體驗(yàn)。

初中三年級(jí)

7.1.8a 比較、對(duì)比并分析媒體藝術(shù)作品中的成分和風(fēng)格的特性與相互關(guān)系。

7.1.8b 比較、對(duì)比并分析如何用媒體藝術(shù)作品中的各種形式、方法和風(fēng)格管理觀眾體驗(yàn)并創(chuàng)建意圖。

高中熟練

7.1.Ia 分析媒體藝術(shù)作品和藝術(shù)家傳達(dá)的成分、風(fēng)格和偏好的特性與相互關(guān)系。

7.1.Ib 分析各種媒體藝術(shù)作品如何通過多模式感知來管理觀眾體驗(yàn)并創(chuàng)建意圖。

高中精通

7.1.IIa 分析并綜合各種媒體藝術(shù)作品中的成分的特性和相互關(guān)系，并反饋它們對(duì)觀眾的影響。

7.1.IIb 分析廣泛的媒體藝術(shù)作品是如何管理觀眾體驗(yàn)，通過多模式感知來創(chuàng)建意圖并進(jìn)行說服的。

高中進(jìn)階

7.1.IIIa 分析并綜合各種媒體藝術(shù)作品中的成分和受眾影響的特性與相互關(guān)系。

7.1.IIIb 調(diào)查一系列范例媒體藝術(shù)作品，分析管理觀眾體驗(yàn)、通過多模式感知?jiǎng)?chuàng)建意圖和進(jìn)行說服及系統(tǒng)溝通的方法。

8.1

藝術(shù)過程：回應(yīng)

構(gòu)成部分：解讀

錨定標(biāo)準(zhǔn)：解讀藝術(shù)作品的意圖和意義。

持久理解：解讀并欣賞媒體和藝術(shù)作品需要考慮其意圖、形式與背景。

基本問題：人們?nèi)绾闻c媒體藝術(shù)作品關(guān)聯(lián)并解讀后者？

早教

8.1.PKa 在指導(dǎo)下，分享對(duì)媒體藝術(shù)作品的反應(yīng)。

幼兒園

8.1.Ka 在指導(dǎo)下，分享對(duì)各種媒體藝術(shù)作品的觀察。

一年級(jí)

8.1.1a 在指導(dǎo)下，識(shí)別各種媒體藝術(shù)作品的意義。

二年級(jí)

8.1.2a 考慮媒體藝術(shù)作品的背景，確定其目的和意義。

三年級(jí)

8.1.3a 確定媒體藝術(shù)作品的目的和意義，同時(shí)描述其背景。

四年級(jí)

8.1.4a 考慮各種媒體藝術(shù)作品的目的和背景，確定并解釋對(duì)作品的反應(yīng)和解讀。

五年級(jí)

8.1.5a 考慮各種媒體藝術(shù)作品的意圖和背景，確定并比較個(gè)人和團(tuán)體的解讀。

初中一年級(jí)

8.1.6a 使用規(guī)定的標(biāo)準(zhǔn)分析各種媒體藝術(shù)作品的意圖。

初中二年級(jí)

8.1.7a 使用自研標(biāo)準(zhǔn)分析各種媒體藝術(shù)作品的意圖和意義。

初中三年級(jí)

8.1.8a 著重從意向、形式和各種背景來分析各種媒體藝術(shù)作品的意圖和意義。

高中熟練

8.1.Ia 著重從個(gè)人及文化背景來分析各種媒體藝術(shù)作品的意圖、意義和反應(yīng)。

高中精通

8.1.IIa 根據(jù)個(gè)人、社會(huì)、歷史和文化背景分析各種媒體藝術(shù)作品的意圖、意義和影響。

高中進(jìn)階

8.1.IIIa 考慮復(fù)雜的背景和偏見因素，分析不同媒體藝術(shù)作品的意圖、意義和影響。

9.1

藝術(shù)過程：回應(yīng)

構(gòu)成部分：評(píng)估

錨定標(biāo)準(zhǔn)：應(yīng)用標(biāo)準(zhǔn)來評(píng)估藝術(shù)作品。

持久理解：熟練的評(píng)估和批判是體驗(yàn)、欣賞和制作媒體藝術(shù)作品的關(guān)鍵構(gòu)成。

基本問題：媒體藝術(shù)家如何以及為什么評(píng)價(jià)和判斷媒體藝術(shù)作品？何時(shí)以及如何評(píng)估和批判媒體藝術(shù)作品，從而使它們有所改進(jìn)？

早教

9.1.PKa 在指導(dǎo)下，調(diào)查并分享媒體藝術(shù)作品中吸引人的特質(zhì)。

幼兒園

9.1.Ka 分享媒體藝術(shù)作品中吸引人的特質(zhì)以及可能的變化。

一年級(jí)

9.1.1a 考慮觀眾，識(shí)別媒體藝術(shù)作品中有效的部分以及可能的變化。

二年級(jí)

9.1.2a 考慮背景，討論媒體藝術(shù)作品中有效的和可改進(jìn)的部分。

三年級(jí)

9.1.3a 考慮可能的改進(jìn)和背景，識(shí)別媒體藝術(shù)作品的基本標(biāo)準(zhǔn)并對(duì)作品進(jìn)行評(píng)估。

四年級(jí)

9.1.4a 考慮背景，識(shí)別并應(yīng)用基本標(biāo)準(zhǔn)來評(píng)估、改進(jìn)媒體藝術(shù)作品和制作流程。

五年級(jí)

9.1.5a 考慮背景并實(shí)踐建設(shè)性的反饋，確定并應(yīng)用評(píng)估媒體藝術(shù)作品和制作流程的標(biāo)準(zhǔn)。

初中一年級(jí)

9.1.6a 考慮背景并實(shí)踐建設(shè)性的反饋，確定并應(yīng)用特定標(biāo)準(zhǔn)來評(píng)估各種不同的媒體藝術(shù)作品和制作流程。

初中二年級(jí)

9.1.7a 考慮背景并實(shí)踐建設(shè)性的反饋，制定并應(yīng)用評(píng)估各種不同的媒體藝術(shù)作品和制作流程的標(biāo)準(zhǔn)。

初中三年級(jí)

9.1.8a 考慮背景和藝術(shù)目標(biāo)，用制定的標(biāo)準(zhǔn)評(píng)估媒體藝術(shù)作品和制作流程。

高中熟練

9.1.Ia 使用確定的標(biāo)準(zhǔn)并考慮背景和藝術(shù)目標(biāo)，在決定性階段評(píng)估媒體藝術(shù)作品和制作流程。

高中精通

9.1.IIa 在媒體藝術(shù)作品和制作流程的建設(shè)性和系統(tǒng)性批判中形成并應(yīng)用合理的評(píng)估。

高中進(jìn)階

9.1.IIIa 考慮復(fù)雜的目標(biāo)和因素，為媒體藝術(shù)作品和制作流程獨(dú)立制定嚴(yán)格的評(píng)估并策略性地尋求反饋意見。

10.1

藝術(shù)過程：連接

構(gòu)成部分：聯(lián)系

錨定標(biāo)準(zhǔn)：將藝術(shù)理念和作品與社會(huì)、文化及歷史背景聯(lián)系起來，以加深理解。

持久理解：通過將媒體藝術(shù)作品和想法與其目標(biāo)、價(jià)值觀及各種背景聯(lián)系起來，可以更好地理解并產(chǎn)生媒體藝術(shù)作品和想法。

基本問題：媒體藝術(shù)如何與其各種背景、目的和價(jià)值觀相聯(lián)系？研究這些關(guān)系如何影響并深化媒體藝術(shù)家的理解和工作？

早教

10.1.PKa 在指導(dǎo)下，將媒體藝術(shù)作品與日常生活聯(lián)系起來。

10.1.PKb 在指導(dǎo)下，與媒體藝術(shù)工具和環(huán)境進(jìn)行安全、適當(dāng)?shù)幕?dòng)。

幼兒園

10.1.Ka 在指導(dǎo)下，分享關(guān)于媒體藝術(shù)作品與日常生活（如日?；顒?dòng)）之間的關(guān)系的想法。

10.1.Kb 在指導(dǎo)下，與媒體藝術(shù)工具和環(huán)境進(jìn)行安全、適當(dāng)?shù)幕?dòng)。

一年級(jí)

10.1.1a 討論并描述日常生活中的媒體藝術(shù)作品，如大眾媒體以及與家人和朋友的關(guān)系。

10.1.1b 考慮安全性、規(guī)則性和公平性，與媒體藝術(shù)工具和環(huán)境進(jìn)行適當(dāng)?shù)幕?dòng)。

二年級(jí)

10.1.2a 討論媒體藝術(shù)作品和想法如何與日常及文化生活相聯(lián)系，如媒體信息和媒體環(huán)境。

10.1.2b 考慮安全性、規(guī)則性和公平性，與媒體藝術(shù)工具和環(huán)境進(jìn)行適當(dāng)?shù)幕?dòng)。

三年級(jí)

10.1.3a 識(shí)別媒體藝術(shù)作品和想法如何與日常及文化生活相關(guān)聯(lián)并影響價(jià)值觀與網(wǎng)絡(luò)行為。

10.1.3b 考慮安全性、規(guī)則性和公平性，審視媒體藝術(shù)工具和環(huán)境并與其進(jìn)行適當(dāng)?shù)幕?dòng)。

四年級(jí)

10.1.4a 口頭和/或用媒體藝術(shù)作品解釋媒體藝術(shù)作品和想法如何與日常和文化生活相關(guān)聯(lián)，如幻想和現(xiàn)實(shí)、技術(shù)使用。

10.1.4b 考慮倫理、規(guī)則性和公平性，審視媒體藝術(shù)工具和環(huán)境并與其進(jìn)行適當(dāng)?shù)幕?dòng)。

五年級(jí)

10.1.5a 研究并展示媒體藝術(shù)作品和想法如何與個(gè)人、社會(huì)及社區(qū)生活相關(guān)聯(lián)，如探索商業(yè)和信息目的、歷史及倫理。

10.1.5b 考慮倫理、規(guī)則性和媒體素養(yǎng)，審視、討論媒體藝術(shù)工具和環(huán)境并與其進(jìn)行適當(dāng)?shù)幕?dòng)。

初中一年級(jí)

10.1.6a 研究并展示媒體藝術(shù)作品和想法如何與個(gè)人生活以及社會(huì)、社區(qū)和文化情境相關(guān)聯(lián)，如個(gè)人身份、歷史和娛樂。

10.1.6b 考慮合理使用和版權(quán)、倫理及媒體素養(yǎng)，分析媒體藝術(shù)工具和環(huán)境并與其進(jìn)行適當(dāng)?shù)幕?dòng)。

初中二年級(jí)

10.1.7a 研究并展示媒體藝術(shù)作品和想法如何與社區(qū)、職業(yè)和社交媒體等各種情境、目的和價(jià)值觀相關(guān)聯(lián)。

10.1.7b 考慮版權(quán)、倫理、媒體素養(yǎng)和社交媒體，分析媒體藝術(shù)工具和環(huán)境并負(fù)責(zé)任地與其互動(dòng)。

初中三年級(jí)

10.1.8a 展示并解釋媒體藝術(shù)作品和想法如何與各種背景、目的和價(jià)值觀（如民主、環(huán)境以及人與地點(diǎn)的聯(lián)系）相關(guān)聯(lián)。

10.1.8b 考慮倫理、媒體素養(yǎng)、社交媒體和虛擬世界，分析媒體藝術(shù)工具、環(huán)境、及法律和技術(shù)背景并負(fù)責(zé)任地與其互動(dòng)。

高中熟練

10.1.Ia 展示并解釋媒體藝術(shù)作品和想法如何與各種背景、目的和價(jià)值觀（如社會(huì)趨勢(shì)、權(quán)力、平等和個(gè)人/文化身份）相關(guān)聯(lián)。

10.1.Ib 考慮倫理、媒體素養(yǎng)、社交媒體、虛擬世界和數(shù)字身份，對(duì)媒體藝術(shù)的法律、技術(shù)、系統(tǒng)和職業(yè)背景進(jìn)行批判性評(píng)估并與之有效互動(dòng)。

高中精通

10.1.IIa 深入研究并展示媒體藝術(shù)理念和作品與各種背景、目的和價(jià)值觀（如市場、系統(tǒng)、宣傳和真理）之間的關(guān)系。

10.1.IIb 考慮倫理、媒體素養(yǎng)、數(shù)字身份和藝術(shù)家/觀眾的互動(dòng)性，對(duì)媒體藝術(shù)的法律、技術(shù)、系統(tǒng)和職業(yè)背景進(jìn)行批判性調(diào)查并與之進(jìn)行符合倫理道德的互動(dòng)。

高中進(jìn)階

10.1.IIIa 通過相關(guān)和有影響力的媒體藝術(shù)作品展示媒體藝術(shù)理念及作品與個(gè)人和全球背景、目的以及價(jià)值觀之間的關(guān)系。

10.1.IIIb 對(duì)媒體藝術(shù)的法律、技術(shù)、系統(tǒng)和職業(yè)背景進(jìn)行批判性調(diào)查及策略性互動(dòng)。

11.1

藝術(shù)過程：連接

構(gòu)成部分：綜合

錨定標(biāo)準(zhǔn)：將知識(shí)和個(gè)人經(jīng)歷綜合并關(guān)聯(lián)起來創(chuàng)作藝術(shù)。

持久理解：媒體藝術(shù)作品綜合意義并形成文化經(jīng)驗(yàn)。

基本問題：我們?nèi)绾螌⒅R(shí)和經(jīng)歷與理解和創(chuàng)作媒體藝術(shù)作品相關(guān)聯(lián)？我們?nèi)绾瓮ㄟ^制作媒體藝術(shù)作品來理解和創(chuàng)造意義？

早教

11.1.PKa 利用個(gè)人經(jīng)歷做媒體藝術(shù)作品。

11.1.PKb 在指導(dǎo)下，分享關(guān)于媒體藝術(shù)作品的經(jīng)歷。

幼兒園

11.1.Ka 利用個(gè)人經(jīng)歷和選擇做媒體藝術(shù)作品。

11.1.Kb 分享關(guān)于媒體藝術(shù)作品的難忘經(jīng)歷。

一年級(jí)

11.1.1a 使用個(gè)人經(jīng)歷、興趣和模型創(chuàng)作媒體藝術(shù)作品。

11.1.1b 分享關(guān)于媒體藝術(shù)作品的有意義的經(jīng)歷。

二年級(jí)

11.1.2a 利用個(gè)人經(jīng)歷、興趣、信息和模型創(chuàng)作媒體藝術(shù)作品。

11.1.2b 討論關(guān)于媒體藝術(shù)作品的經(jīng)歷，描述其意義和目的。

三年級(jí)

11.1.3a 利用個(gè)人和外部資源（如興趣、信息和模型）創(chuàng)作媒體藝術(shù)作品。

11.1.3b 識(shí)別并展示媒體藝術(shù)作品如何形成意義、情境和/或文化，如大眾媒體。

四年級(jí)

11.1.4a 審查并使用個(gè)人和外部資源（如興趣、研究和文化理解）創(chuàng)作媒體藝術(shù)作品。

11.1.4b 審查并展示媒體藝術(shù)作品如何形成意義、情境和/或文化經(jīng)歷，如網(wǎng)絡(luò)空間。

五年級(jí)

11.1.5a 獲取并利用內(nèi)外部資源（如興趣、知識(shí)和經(jīng)歷）來創(chuàng)作媒體藝術(shù)作品。

11.1.5b 審查并展示媒體藝術(shù)作品如何形成意義、情境和文化經(jīng)歷，如新聞和文化事件。

初中一年級(jí)

11.1.6a 獲取、評(píng)估并利用內(nèi)外部資源來創(chuàng)作媒體藝術(shù)作品，如知識(shí)、經(jīng)歷、興趣和研究。

11.1.6b 解釋并展示媒體藝術(shù)作品如何形成新的意義、情境和文化經(jīng)歷，如歷史事件。

初中二年級(jí)

11.1.7a 獲取、評(píng)估并利用內(nèi)外部資源來影響媒體藝術(shù)作品的創(chuàng)作，如經(jīng)歷、興趣、研究和示例作品。

11.1.7b 解釋并展示媒體藝術(shù)作品如何形成新的意義和知識(shí)、情境與文化經(jīng)歷，如學(xué)習(xí)和新信息。

初中三年級(jí)

11.1.8a 獲取、評(píng)估并使用內(nèi)外部資源影響媒體藝術(shù)作品的創(chuàng)作，如文化和社會(huì)知識(shí)、研究與示范作品。

11.1.8b 解釋并展示媒體藝術(shù)作品如何擴(kuò)展意義和知識(shí)并創(chuàng)造文化經(jīng)歷，如地方和全球性事件。

高中熟練

11.1.Ia 獲取、評(píng)估并整合個(gè)人和外部資源來影響原創(chuàng)媒體藝術(shù)作品的創(chuàng)作，如經(jīng)歷、興趣和文化經(jīng)歷。

11.1.Ib 解釋并展示使用媒體藝術(shù)作品擴(kuò)展意義和知識(shí)，并創(chuàng)造文化經(jīng)歷，如通過在線環(huán)境進(jìn)行學(xué)習(xí)和分享。

高中精通

11.1.IIa 綜合內(nèi)外部資源來加強(qiáng)有說服力的媒體藝術(shù)作品創(chuàng)作，如文化關(guān)系、反思、研究和示例作品。

11.1.IIb 解釋并展示使用媒體藝術(shù)作品綜合新的意義和知識(shí)，并反映和形成文化經(jīng)歷，如主題和理念、地方和全球網(wǎng)絡(luò)以及個(gè)人影響力之間的新聯(lián)系。

高中進(jìn)階

11.1.IIIa 獨(dú)立主動(dòng)地獲取相關(guān)的定性資源來影響有信服力的媒體藝術(shù)作品創(chuàng)作。

11.1.IIIb 展示并闡述利用媒體藝術(shù)作品完善新的意義、知識(shí)和有影響力的文化經(jīng)歷。

（譯者：孫曉弋 責(zé)任編輯：劉青弋）

【注釋】

①建?；蚋拍罱＃簞?chuàng)建一個(gè)數(shù)字或?qū)嵨锏年P(guān)于一個(gè)想法的呈現(xiàn)或草圖，通常用于測試；原型設(shè)計(jì)。

②原型設(shè)計(jì)：創(chuàng)建媒體藝術(shù)作品的一個(gè)可測試版本、草圖或模型，如游戲、角色、網(wǎng)站、應(yīng)用程序等。

③發(fā)散思維：獨(dú)特、原創(chuàng)、不尋常、有特性的想法；跳出傳統(tǒng)模式思考。

④生成方法：創(chuàng)造新想法和模型的各種創(chuàng)新技術(shù)，如頭腦風(fēng)暴、游戲、開放式探索、實(shí)驗(yàn)、逆向假設(shè)、規(guī)則變通等。

⑤約束：對(duì)真實(shí)或感知的可能性的局限。

⑥個(gè)人審美：個(gè)人形成的獨(dú)特的風(fēng)格或表達(dá)自己的方式；藝術(shù)家的“聲音”。

⑦定位：布局或安排的原則。

⑧關(guān)注：用于通過感官和概念上的影響效果來引導(dǎo)感覺的原則。

⑨運(yùn)動(dòng)：媒體藝術(shù)作品中不同項(xiàng)目的運(yùn)動(dòng)原理。

⑩力：一個(gè)元素內(nèi)的能量或振幅的原理，如角色運(yùn)動(dòng)的速度和沖擊力。

【翻譯說明：此《標(biāo)準(zhǔn)》中，Grade PreK譯為“早教”；Grade K譯為“幼兒園”；Grade 1—Grade 5分別譯為“一年級(jí)”至“五年級(jí)”；Grade 6—Grade 8分別譯為“初中一年級(jí)”至“初中三年級(jí)”；Grade HS Prof icient譯為“高中熟練”；Grade HS Accomplished譯為“高中精通”；Grade HS Advanced譯為“高中進(jìn)階”?！?/p>