Grades 4-5
PRODUCING DIGITAL MEDIA (C.3)
As students progress across the grade levels,
they should communicate increasingly complex ideas in increasingly sophisticated
ways.
ADP G4 suggests that students apply and adapt the
principles of written composition to create coherent media productions.
The benchmarks for Writing are
relevant to many aspects of digital media production and should be considered
along with these benchmarks.
The benchmarks for effectively producing digital media
progress across grades 4 – 5 in the following areas:
C.3.1 Topics, Development and Focus
C.3.1.1 presenting a clear message and controlling the
implicit and explicit messages conveyed
C.3.1.2 focusing on audience, context and purpose
C.3.2 Coherence and Cohesion
C.3.3 Technical Facility and Control
C.3.3.1 using varied visual images, text, graphics,
music and/or sound effects to control the implicit and explicit messages
conveyed
These benchmarks are described in greater detail below.
C.3.1 Producing Digital Media: Topics, Development and
Focus
C.3.1.1.4-5 Present a clearly identifiable, explicit
message using basic, straightforward visual, audio and graphic effects.
For example, students may produce a story-telling video in which students
perform or act out a story. (ADP
G4)
C.3.1.2.4-8.a Demonstrate audience awareness through
choice of medium; images, words and sounds; and supporting ideas. NOTE:
There is no single benchmark that relates to this benchmark, but the
expectation crosses types of writing and the principles are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.1.2.4-8.b Anticipate potential audience reaction
and consider actual audience reaction (e.g., being aware of verbal and
nonverbal cues given by the audience during a presentation) to improve media
productions. NOTE: There is no single benchmark that relates to this
benchmark, but the expectation crosses types of writing and the principles
are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.2 Producing Digital Media: Coherence and Cohesion
Effective organization is crucial to the success of
various media productions – including video presentations, audio
productions, Web sites, magazine and newspaper articles, and print
advertisements. The organizational structures of each vary according to the
purpose, intended audience and context. For a general idea regarding
organization, please see the
Writing strand, specifically
C.1.2 Coherence and
Cohesion.
C.3.3 Producing Digital Media: Technical Facility and
Control
C.3.3.1.4-8 Use visual images, text, graphics, music
and/or sound effects that relate to and support clear, explicit messages.
For example, "America the Beautiful" may serve as background music to a
media tour of a national park or a short slide show that informs the
audience of ways to avoid heat stroke may use "You Are My Sunshine" as
background music. (ADP
G4)
Grade 6-8
PRODUCING DIGITAL MEDIA (C.3)
As students progress across the grade levels,
they should communicate increasingly complex ideas in increasingly sophisticated
ways.
ADP G4 suggests that students apply and adapt the
principles of written composition to create coherent media productions.
The benchmarks for Writing are
relevant to many aspects of digital media production and should be considered
along with these benchmarks.
The benchmarks for effectively producing digital media
progress across grades 6 – 8 in the following areas:
C.3.1 Topics, Development and Focus
C.3.1.1 presenting a clear message and controlling the
implicit and explicit messages conveyed
C.3.1.2 focusing on audience, context and purpose
C.3.2 Coherence and Cohesion
C.3.3 Technical Facility and Control
C.3.3.1 using varied visual images, text, graphics,
music and/or sound effects to control the implicit and explicit messages
conveyed
These benchmarks are described in greater detail below.
C.3.1 Producing Digital Media: Topics, Development and
Focus
C.3.1.1.6-8 Present a clearly identifiable, explicit
message, using visual, audio and graphic effects and interactive features.
For example, students may share research or make an argument on a
literary work, using PowerPoint or another program to create a
computer-delivered presentation. (ADP
G4)
C.3.1.2.4-8.a Demonstrate audience awareness through
choice of medium; images, words and sounds; and supporting ideas. NOTE:
There is no single benchmark that relates to this benchmark, but the
expectation crosses types of writing and the principles are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.1.2.4-8.b Anticipate potential audience reaction
and consider actual audience reaction (e.g., being aware of verbal and
nonverbal cues given by the audience during a presentation) to improve media
productions. NOTE: There is no single benchmark that relates to this
benchmark, but the expectation crosses types of writing and the principles
are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.2 Producing Digital Media: Coherence and Cohesion
Effective organization is crucial to the success of
various media productions – including video presentations, audio
productions, Web sites, magazine and newspaper articles, and print
advertisements. The organizational structures of each vary according to the
purpose, intended audience and context. For a general idea regarding
organization, please see the
Writing strand, specifically
C.1.2 Coherence and
Cohesion.
C.3.3 Producing Digital Media: Technical Facility and
Control
C.3.3.1.4-8 Use visual images, text, graphics, music
and/or sound effects that relate to and support clear, explicit messages.
For example, "America the Beautiful" may serve as background music to a
media tour of a national park or a short slide show that informs the
audience of ways to avoid heat stroke may use "You Are My Sunshine" as
background music. (ADP
G4)
Grades 9-10
PRODUCING DIGITAL MEDIA (C.3)
As students progress across the grade
levels, they should communicate increasingly complex ideas in increasingly
sophisticated ways.
ADP G4
suggests that students apply and adapt the principles of written composition
to create coherent media productions. The benchmarks for
Writing are relevant to
many aspects of digital media production and should be considered along with
these benchmarks.
The benchmarks for effectively producing digital
media progress across grades 9 – 10 in the following areas:
C.3.1 Topics, Development and Focus
C.3.1.1 presenting a clear message and controlling
the implicit and explicit messages conveyed
C.3.1.2 focusing on audience, context and purpose
C.3.2 Coherence and Cohesion
C.3.3 Technical Facility and Control
C.3.3.1 using varied visual images, text, graphics,
music and/or sound effects to control the implicit and explicit messages
conveyed
These benchmarks are described in greater detail
below.
C.3.1 Producing Digital Media: Topics, Development
and Focus
C.3.1.1.9-10 Present clearly identifiable messages
(identifying and controlling both the explicit and implicit messages)
using somewhat complex visual, audio, and graphic effects and
interactive features. For example, students may design a Web site
that presents visual and graphic effects on an assigned aspect of a
literary work studied. (ADP
G4)
C.3.1.2.9-12.a Demonstrate consistent and effective
audience focus through purposeful choice of medium; compelling images,
words and sounds; and focused supporting ideas. NOTE: There is no
single benchmark that relates to this benchmark, but the expectation
crosses types of writing and the principles are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.1.2.9-12.b Demonstrate awareness of the
transactional nature of digital media (Internet) and mass media
productions (film, TV) by considering audience in all stages of media
production development, delivery and revision. NOTE: There is no
single benchmark that relates to this benchmark, but the expectation
crosses types of writing and the principles are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.2 Producing Digital Media: Coherence and
Cohesion
Effective organization is crucial to the success of
various media productions – including video presentations, audio
productions, Web sites, magazine and newspaper articles, and print
advertisements. The organizational structures of each vary according to
the purpose, intended audience and context. For a general idea regarding
organization, please see the
Writing strand,
specifically C.1.2
Coherence and Cohesion.
C.3.3 Producing Digital Media: Technical Facility
and Control
C.3.3.1.9-10 Use varied visual images, text,
graphics, music and/or sound effects appropriately to support explicit
and implicit messages. For example,
students may use images that include a mix of opposites to make an
impact, such as pictures or video of street people
Grades 11-12
PRODUCING DIGITAL MEDIA
(C.3)
As students progress across the grade levels, they should
communicate increasingly complex ideas in increasingly sophisticated
ways.
ADP G4
suggests that students apply and adapt the principles of written
composition to create coherent media productions. The
benchmarks for Writing
are relevant to many aspects of digital media production and should be
considered along with these benchmarks.
The benchmarks for effectively producing digital
media progress across grades 11 – 12 in the following areas:
C.3.1 Topics, Development and Focus
C.3.1.1 presenting a clear message and
controlling the implicit and explicit messages conveyed
C.3.1.2 focusing on audience, context and purpose
C.3.2 Coherence and Cohesion
C.3.3 Technical Facility and Control
C.3.3.1 using varied visual images, text,
graphics, music and/or sound effects to control the implicit and
explicit messages conveyed
These benchmarks are described in greater detail
below.
C.3.1 Producing Digital Media: Topics,
Development and Focus
C.3.1.1.11-12 Maintain a consistent focus on
and control over explicit and implicit messages, skillfully using
sophisticated media tools and elements (including visual, audio and
graphic effects) and interactive features. For example, students
may create an interactive Web site that incorporates audio and/or
video on a chosen aspect of a literary work studied. (ADP
G4)
C.3.1.2.9-12.a Demonstrate consistent and
effective audience focus through purposeful choice of medium;
compelling images, words and sounds; and focused supporting ideas.
NOTE: There is no single benchmark that relates to this
benchmark, but the expectation crosses types of writing and the
principles are referred to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.1.2.9-12.b Demonstrate awareness of the
transactional nature of digital media (Internet) and mass media
productions (film, TV) by considering audience in all stages of
media production development, delivery and revision. NOTE: There
is no single benchmark that relates to this benchmark, but the
expectation crosses types of writing and the principles are referred
to in:
ADP C9,
ADP C10 and
ADP E9.
C.3.2 Producing Digital Media: Coherence and
Cohesion
Effective organization is crucial to the
success of various media productions – including video
presentations, audio productions, Web sites, magazine and newspaper
articles, and print advertisements. The organizational structures of
each vary according to the purpose, intended audience and context.
For a general idea regarding organization, please see the
Writing strand,
specifically C.1.2
Coherence and Cohesion.
C.3.3 Producing Digital Media: Technical
Facility and Control
C.3.3.1.11-12 Effectively and purposefully
employ conventional and unconventional visual images, text,
graphics, music and/or sound effects (e.g., layout, pictures,
typefaces in print media; camera shots, lighting, editing, dialogue,
setting and sound in video productions; sound, dialogue and
programming format in audio productions; layout, navigation, and
dynamic and interactive features in on-line productions) to convey
explicit and implicit messages and achieve the purposes in complex
media presentations. For example, a video presentation on career
choices may include excerpts that range from job interviews to
on-the-job scenes to explanations of the kinds of preparation needed
for various careers. (ADP
G4)