Media Arts Teaching Unit Plan: Rhetoric Persuasion

This document presents a comprehensive Media Arts teaching unit plan centered around the theme of rhetoric and persuasion, tailored for a media arts school. The unit plan aligns with Australian curriculum standards and emphasizes the development of media literacy, creative thinking, and responsible citizenship among students. The plan outlines intended outcomes, cross-curriculum priorities, general capabilities, and catering for diverse learners. It addresses big ideas and essential questions, detailing student expectations, assessment strategies, and required resources. The unit incorporates a sequence of learning experiences (Engage, Explore, Explain, Elaborate, Evaluate), encouraging active student participation, exploration of media arts concepts, and application of new media technologies. The curriculum emphasizes the importance of student collaboration, critical analysis of media content, and the ability to express diverse viewpoints. The unit plan aims to equip students with the necessary skills for entry-level jobs in media arts and to foster their ability to become well-informed, media-literate citizens.

Unit Plan Template - B
Unit title: Media Arts Teaching Unit Plan
Topic: The Art of Rhetoric
Persuasion
Year level:
Duration of unit: Subject(s):
Intended outcomes: The students of the media arts school will be benefitted. This course will help in
creative thinking. From this article they can learn about being responsible and well-informed media literate
citizens.
Cross-Curriculum Priorities:
The media arts course must be made in
accordance to Australia norms and
adhere to Australia culture. The students
will be benefitted. The students will share
knowledge and this process will help
them to gain knowledge on media arts
elements and this can also aid in creative
thinking.
General Capabilities:
The media arts school must act
responsibly and then they must
follow the Australia policy
Catering for diverse learners:
The students must be given the best
training sessions and must be given the
freedom and opportunity so that they can
express their creative skills and talents.
However, both the school and the
students will have to follow the Australia
norms and the policies
Big ideas and essential questions
Big ideas: The students who are enthusiastic and
passionate and have love for media arts will be learn
media arts concepts and can enhance their career
options
Essential Questions: How the lecturers should
impart knowledge so that the students can learn
more?
What are the extra efforts the students must put it in
to get an entry level job on media arts and can
harness their career?
Student expectations
Students should know…
The students will have the desired skills and
expertise on media arts. They will learn to become
responsible in the course of time and they will
become well-informed literate citizens.
Students should be able to…
The students can get an entry level job after
completing the course. They will showcase their
skills and talents and will enhance their career
opportunities
Assessment
Pre-assessment task(s) description: The students have no prerequisite knowledge. They will take up the course and will
learn about all the media arts concepts. They will gain the thinking skills, self-management skills and the research-skills by taking
up this course.
Formative assessment: Summative assessment:
Resources
Lesson plan template developed by the Tasmanian Art Teachers Association 2017

Black, J., Castro, J., & Lin, C. (2015). Youth practices in digital arts and new media: Learning in formal and
informal settings. Springer.
Burn, A. (2016). Making machinima: animation, games, and multimodal participation in the media
arts. Learning, Media and Technology, 41(2), 310-329.
Crane, D., Kawashima, N., & Kawasaki, K. I. (Eds.). (2016). Global culture: Media, arts, policy, and
globalization. Routledge.
Robinson, A. (2015). Media Arts Walking Research Group Interactive poster.
Russell, V., & Mootoo, C. (2017). Credit Factory or Alternative Education for Adults? Student Re-
Engagement Through Multi-Media Arts and Social Justice Education: A Transdisciplinary Pilot
Project. In Alternative Schooling and Student Engagement (pp. 213-225). Palgrave Macmillan,
Cham.
Russell-Bowie, D. (2015). MMADD about the arts: An introduction to primary arts education.
Su, P. H. (2017). Case studies of applying electronic flexible material and technology to create the new
media arts. Multimedia Tools and Applications, 76(23), 25529-25543.
Watson, A., Lee, J., Gent, S., Ternan, M., Parkin, M., Robinson, A., & Robinson, S. (2015). Poster for
Media Arts Walking Research Group.
Introduction
Media arts refer to the artworks that are created with new media technologies. It also includes the digital
art, computer animation, interactive art, computer robotics, Internet art, video games, 3D printing and they
are all dependent on the communication device to store, transmit and process data. The School of media
arts cater unique and the interdisciplinary education. The students are interested in the graphic design,
public relations, song writing, sculpture and the photography. The skilled staffs and the teachers with the
help of media arts can be able to show wide range of skills and can apply them in the professional world.
The article describes about the students and their learning experience on the media artworks. The students
can learn a lot from the course imparted in the media arts school. The paper explains all the beneficiary
aspects of the media arts that the students get. The students gain experience which can help them in
decision making. The media arts school teachers are also helpful. They help and support the students in
every aspect. The students can communicate with their peers and this can aid them in decision making and
creative thinking.
Sequence of learning experiences
(Engage, Explore, Explain, Elaborate, Evaluate)
*Please Note: The organisation and headings used in this section may be adjusted to suit your approach to planning
It is also important to reinforce that each section may include numerous experiences
Engage:
The students take up the media arts curriculum as that love the subject. They want to decide on the tiopic
and they want to contribute to the project. They want scope to showcase their talent. The curriculum will
aids them in knowing media arts in details through numerous open-ended projects. The students love that
they have been given the opportunity to work together, express their ideas (Russell & Mootoo, 2017). The
schools are also giving them freedom and opportunity so that they can visit indoors and outdoors and can
film scenes of their own
Explore:
The curriculum associates rich multimodal learning experiences because of integration of communication
and information technology used to create in the film. The students with the use of the information
technology can be able to choose their preference of subject and the students can work on the subject. The
Lesson plan template developed by the Tasmanian Art Teachers Association 2017

students will work on the projects of their choice (Robinson, 2015). They will cover each and every aspect
of the project with the help of the information technology. The teachers will support and provide assistance
to the students. The students have been given the liberty to research on the media arts concepts from the
internet; they have been given the liberty to discuss it with other students (Crane, Kawashima & Kawasaki,
2016). The teachers will help them in the topic, in this way they can clear all their doubts and can learn
more about the media arts.
Explain:
The students will gain knowledge on the media arts from the internet; they will gain knowledge about media
arts from the teachers. The teachers will explain all in details. They will communicate with the friends about
the media arts. This will help the students in decision making, the students can get different ideas and they
can express their skills, knowledge and expertise in their project. Media literacy is carried out using tools
and it helps them in analysing what they have viewed (Watson et al., 2015). The students will perform live
projects and thus they will not have to judgement and assumptions
Elaborate:
Media Art is all about representing the world and telling of stories via communication technologies. The
students can learn several aspects of media arts by experiments and the conducting the project. Media Arts
locates at everyone’s lives and students with the aid of the curriculum can be able to conduct business via
television, advertising, newspaper and social media. The culture of Australia plays a major role in
interpreting the social media content. The students will communicate with their peers and this can
enhanced their decision making (Su, 2017). The teachers will provide assistance wherever required. Thus
all these approaches help them to learn more and more about the necessary skills correspondence to the
media arts. The making and the responds elements of the media arts facilitates the students to offer varied
viewpoints. The viewpoints will let the students to deepen their knowledge and expectations.
Evaluate:
The students like the media arts curse and they decide to take the course. The students have so far
benefitted from the curriculum. The course helps them to explore several aspects of media artworks; they
learn about varied storytelling elements. The students with the aid of the media artworks have got the
opportunity to facilitate the students to express themselves and their ideas (Crane, Kawashima &
Kawasaki, 2016). The students with the help of the curriculum can be able to express the viewpoints of
their peers. The course will help them to become responsible and well-informed media literate citizens.
(Unit plan template adapted from Churchill et al. 2013,
Teaching making a difference
pp. 233-234)
Lesson plan template developed by the Tasmanian Art Teachers Association 2017