Illinois Arts
Learning Standards
Approved by the Illinois State
Board of Education, 2016
IllinoisArtsLearning.org
Media Arts Standards
2 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
CREATING
Anchor Standard 1: 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 Questions: (a) How do media artists generate ideas?
(b) How can ideas for media arts productions be formed and developed to be effective and original?
Conceive
Pre K
MA:Cr1.1.PK
Kindergarten
MA:Cr1.1.K
1st
MA:Cr1.1.1
2nd
MA:Cr1.1.2
3rd
MA:Cr1.1.3
4th
MA:Cr1.1.4
a. Share ideas for
media artworks through
guided exploration of
tools, methods, and
imagining.
a. Discover and share
ideas for media artworks
through brainstorming,
creative play, and
experimentation.
a. Express and share
ideas for media artworks
through brainstorming,
sketching, and
modeling.
a. Discover multiple
ideas for media artworks
through brainstorming
and improvising.
a. Conceive of original
artistic goals for media
artworks using a variety
of creative methods (for
example, brainstorming
and modeling).
a. Develop multiple
ideas for media artworks
using a variety of
tools, methods, and/or
materials.
Anchor Standard 2: 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 Questions: How do media artists organize and develop ideas and models into process structures to achieve the desired end product?
Develop
Pre K
MA:Cr2.1.PK
Kindergarten
MA:Cr2.1.K
1st
MA:Cr2.1.1
2nd
MA:Cr2.1.2
3rd
MA:Cr2.1.3
4th
MA:Cr2.1.4
a. With guidance, form
ideas into plans or
models for media arts
productions.
a. With guidance, use
ideas to form plans or
models for media arts
productions.
a. With guidance, use
identified ideas to form
plans and models for
media arts productions.
a. Choose ideas to
create plans and
models for media arts
productions.
a. Form, share, and
experiment with ideas,
plans, and models to
prepare for media arts
productions.
a. Discuss, assemble,
and experiment, with
ideas, plans, and
models for media arts
productions, considering
the artistic goals and
the presentation.
Media Arts
Illinois Arts Learning Standards Media Arts | 3Approved by the Illinois State Board of Education
5th
MA:Cr1.1.5
6th
MA:Cr1.1.6
7th
MA:Cr1.1.7
8th
MA:Cr1.1.8
Introductory HS Levels
MA:Cr1.1.I
Intermediate HS Levels
MA:Cr1.1.II
Advanced HS Levels
MA:Cr1.1.III
a. Envision original
ideas and innovations
for media artworks
using personal
experiences and/or the
work of others.
a. Formulate variations
of goals and solutions
for media artworks
by practicing chosen
creative generative
methods (for example,
sketching, improvising,
brainstorming).
a. Generate ideas,
goals, and solutions
for original media
artworks through
application of focused
creative processes
and generative
methods (for example,
divergent thinking,
experimenting).
a. Produce a variety of
ideas and solutions for
media artworks through
application of chosen
inventive generative
methods (for example,
concept modeling,
prototyping).
a. Use identified
generative methods
to formulate multiple
ideas, develop artistic
goals, and problem
solve in media arts
creation processes.
a. Strategically utilize
generative methods
to formulate multiple
ideas, refine artistic
goals, and increase the
originality of approaches
in media arts creation
processes.
a. Integrate aesthetic
principles with a variety
of generative methods
to fluently form original
ideas, solutions, and
innovations in media
arts creation processes.
5th
MA:Cr2.1.5
6th
MA:Cr2.1.6
7th
MA:Cr2.1.7
8th
MA:Cr2.1.8
Introductory HS Levels
MA:Cr2.1.I
Intermediate HS Levels
MA:Cr2.1.II
Advanced HS Levels
MA:Cr2.1.III
a. Develop, present, and
experiment with ideas,
plans, models, and
proposals for media arts
productions, considering
the artistic goals and
audience.
a. Organize, propose,
and evaluate artistic
ideas, plans, prototypes,
and production
processes for media arts
productions, considering
purposeful intent.
a. Design, propose, and
evaluate artistic ideas,
plans, prototypes, and
production processes for
media arts productions,
considering expressive
intent and resources.
a. Structure and critique
ideas, plans, prototypes,
and production
processes for media arts
productions, considering
intent, resources, and
the presentation context.
a. Research and 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.
a. Apply a personal
aesthetic in designing,
experimenting, and
refining original artistic
ideas, prototypes, and
production strategies for
media arts productions,
considering artistic
intentions, constraints
of resources, and
presentation context.
a. Integrate a complex
personal aesthetic and
knowledge of systems
processes in forming,
experimenting, and
proposing original
artistic ideas,
prototypes, and
production frameworks,
considering complex
constraints of goals,
time, resources, and
personal limitations.
4 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
CREATING
Anchor Standard 3: Revise, refine, and complete artistic work.
Enduring Understanding: Media artists develop excellence through practice and constructive critique – reflecting on, revising, and refining work
over time. Essential Questions: (a) What is required to produce a media artwork that conveys purpose, meaning, and artistic quality?
(b) How do media artists improve/refine their work?
Construct
Pre K
MA:Cr3.1.PK
Kindergarten
MA:Cr3.1.K
1st
MA:Cr3.1.1
2nd
MA:Cr3.1.2
3rd
MA:Cr3.1.3
4th
MA:Cr3.1.4
a. Make and capture
media arts content,
freely and in guided
practice, in media arts
productions.
a. Form and capture
media arts content
for expression and
meaning in media arts
productions.
a. Create, capture, and
assemble media arts
content for media arts
productions, identifying
basic principles (for
example, pattern,
repetition).
a. Construct and
assemble content for
unified media arts
productions, identifying
and applying basic
principles (for example,
positioning, attention).
a. Construct and order
various content into
unified, purposeful
media arts productions,
describing and applying
a defined set of
principles (for example,
movement).
a. Structure and arrange
various content and
components to convey
purpose and meaning
in different media arts
productions, applying
sets of associated
principles (for example,
balance, contrast).
b. Attempt and share
expressive effects, freely
and in guided practice,
in creating media
artworks.
b. Make guided changes
to the content, form, or
presentation of media
artworks and share
results.
b. Make guided changes
and Identify the effects
of making changes to
the content, form, or
presentation, in order to
refine and finish media
artworks.
b. Practice and describe
expressive effects in
altering, refining, and
completing media
artworks.
b. Practice and analyze
how the emphasis of
elements alters effect
and purpose in refining
and completing media
artworks.
b. Demonstrate the
intentional use of
elements in a media
artwork.
Media Arts
PRODUCING
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Enduring Understanding: Media artists make choices about how and to whom their work is presented.
Essential Questions: How are complex media arts experiences constructed?
Integrate
Pre K
MA:Pr4.1.PK
Kindergarten
MA:Pr4.1.K
1st
MA:Pr4.1.1
2nd
MA:Pr4.1.2
3rd
MA:Pr4.1.3
4th
MA:Pr4 .1.4
a. With guidance,
combine different
forms and content (for
example, image, sound)
to form media artworks
for presentation.
a. With guidance,
combine art forms and
media content (for
example, dance, video)
to form media artworks
for presentation.
a. Combine varied
content (for example,
arts, media,
literary, science) in
media artworks for
presentation (for
example, an illustrated
story).
a. Practice combining
varied content (for
example, arts, media,
literary, science) in
media artworks for a
unified presentation (for
example, an illustrated
story).
a. Practice fusing
varied content (for
example, arts, media,
literary, science) into
unified media artworks
for presentation (for
example, animation,
music, dance).
a. Demonstrate how
a variety of content
(for example, arts,
media, other academic
curriculum forms)
may be integrated into
media artworks for
presentation.
Illinois Arts Learning Standards Media Arts | 5Approved by the Illinois State Board of Education
5th
MA:Cr3.1.5
6th
MA:Cr3.1.6
7th
MA:Cr3.1.7
8th
MA:Cr3.1.8
Introductory HS Levels
MA:Cr3.1.I
Intermediate HS Levels
MA:Cr3.1.II
Advanced HS Levels
MA:Cr3.1.III
a. Create content and
combine components
to convey expression,
purpose, and meaning
in a variety of media
arts productions,
utilizing sets of
associated principles
(for example, emphasis,
exaggeration).
a. Experiment with
multiple approaches
to produce content
and components for
determined purpose
and meaning in media
arts productions,
utilizing a range of
associated principles
(for example, point of
view, perspective).
a. Coordinate production
processes to integrate
content and components
for determined purpose
and meaning in media
arts productions,
demonstrating
understanding of
associated principles
(for example,
narrative structures,
composition).
a. Implement production
processes to integrate
content and stylistic
conventions for
determined meaning in
media arts productions,
demonstrating
understanding of
associated principles
(for example, theme,
unity).
a. Consolidate
production processes to
demonstrate deliberate
choices in organizing
and integrating
content and stylistic
conventions in media
arts productions,
demonstrating
understanding of
associated principles
(for example, emphasis,
tone).
a. Consolidate
production processes to
demonstrate deliberate
choices in organizing
and integrating
content and stylistic
conventions in media
arts production,
demonstrating
understanding of
associated principles
(for example, continuity,
juxtaposition).
a. Analyze, refine, and
elaborate elements
and components to
express compelling
purpose, story, emotion,
or ideas in complex
media arts productions,
demonstrating
mastery of associated
principles (for example,
hybridization).
b. Determine how
elements and
components can
be altered for clear
communication and
refine media artworks
to improve clarity and
purpose.
b. Explain and
demonstrate how
elements and
components can be
altered for intentional
effects and different
audiences.
b. Analyze, Improve and
refine media artworks by
emphasizing particular
expressive elements to
reflect an understanding
of purpose, audience,
or place.
b. Analyze, refine,
and modify media
artworks, improving
technical quality and
accentuating selected
expressive and stylistic
elements, to reflect
an understanding of
purpose, audience, and
place.
b. Analyze, refine, and
modify media artworks,
honing aesthetic quality
and accentuating
stylistic elements, to
reflect an understanding
of personal goals and
preferences.
b. Analyze, refine, and
elaborate aesthetic
elements and technical
components to form
impactful expressions
in media artworks
for specific purposes,
intentions, audiences,
and contexts.
b. Analyze, refine, and
elaborate elements
and components to
create media artworks
that have an impact
on specific purposes,
audiences, and
contexts.
5th
MA:Pr4.1.5
6th
MA:Pr4.1.6
7th
MA:Pr4.1.7
8th
MA:Pr4.1.8
Introductory HS Levels
MA:Pr4.1.I
Intermediate HS Levels
MA:Pr4.1.II
Advanced HS Levels
MA:Pr4.1.III
a. Create media
artworks integrating
multiple contents and
forms in order to reach a
given audience.
a. Demonstrate how
integrating multiple
contents and forms can
support a central idea
in a media artwork in
order to reach a given
audience.
a. Integrate multiple
contents and forms
into unified media arts
productions that convey
consistent perspectives
and narratives in
order to reach a given
audience.
a. Integrate multiple
contents and forms
into unified media arts
productions that convey
specific themes or ideas
in order to reach a given
audience.
a. Integrate ideas
from various media
arts and other
sources into unified
productions, considering
the reactions and
interactions of a given
or intended audience.
a. Integrate ideas from
various arts, media arts
forms, and other sources
into unified media arts
productions, considering
the reactions and
interactions of various
audiences.
a. Synthesize ideas from
various arts, media
arts forms, academic
curriuculum, and other
sources into unified
media arts productions
that retain artistic
fidelity across platforms
and audiences.
6 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
PRODUCING
Anchor Standard 5: 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 Questions: (a) What skills are required for creating effective media artworks, and how are they improved? (b) How are creativity and innovation
developed within and through media arts productions? (c) How do media artists use various tools and techniques?
Practice
Pre K
MA:Pr5.1.PK
Kindergarten
MA:Pr5.1.K
1st
MA:Pr5.1.1
2nd
MA:Pr5.1.2
3rd
MA:Pr5.1.3
4th
MA:Pr5.1.4
a. Use identified
skills (for example,
manipulating tools,
making choices,
sharing) in creating
and presenting media
artworks.
a. Identify and
demonstrate basic skills
(for example, handling
tools, making choices,
cooperating) in creating
and presenting media
artworks.
a. Describe various
artistic skills and roles
(for example, technical
steps, planning,
collaborating) in media
arts productions and
presentations.
a. Enact roles to
demonstrate basic
ability in various
identified artistic,
design, technical,
and soft skills (for
example, tool use,
decision making,
collaboration) in media
arts productions and
presentations.
a. Exhibit developing
ability in a variety
of artistic, design,
technical, and
organizational roles (for
example, manipulating
tools, making decisions,
group planning) in
media arts productions
and presentations.
a. Enact identified roles
to practice foundational
artistic, design,
technical, and soft skills
(for example, formal
technique, equipment
usage, production,
collaboration) in media
arts productions and
presentations.
b. Use identified creative
skills (for example,
imagining freely and in
guided practice) within
media arts productions.
b. Identify and
demonstrate creative
skills (for example,
performing) within
media arts productions.
b. Describe and
demonstrate basic
creative skills within
media arts productions
(for example, varying
techniques).
b. Demonstrate use of
experimentation skills
(for example, trial and
error, playful practice)
within and through
media arts productions.
b. Exhibit basic creative
skills (for example,
trial and error, playful
practice) to invent new
content and solutions
within and through
media arts productions.
b. Practice foundational
innovative abilities
(for example, design
thinking) in addressing
problems within and
through media arts
productions.
c. Use media arts
creation tools freely and
in guided practice.
c. Practice, discover,
and share how media
arts creation tools work.
c. Experiment with
and share different
ways to use tools and
techniques to construct
media artworks.
c. Demonstrate and
explore identified
methods to use tools to
capture and form media
artworks.
c. Exhibit standard use
of tools and techniques
while constructing
media artworks.
c. Demonstrate use of
tools and techniques
in standard and novel
ways while constructing
media artworks.
Media Arts
Illinois Arts Learning Standards Media Arts | 7Approved by the Illinois State Board of Education
5th
MA:Pr5.1.5
6th
MA:Pr5.1.6
7th
MA:Pr5.1.7
8th
MA:Pr5.1.8
Introductory HS Levels
MA:Pr5.1.I
Intermediate HS Levels
MA:Pr5.1.II
Advanced HS Levels
MA:Pr5.1.III
a. Enact various roles to
practice fundamental
ability in artistic,
design, technical,
and soft skills (for
example, formal
technique, production,
collaboration) in media
arts productions and
presentations.
a. Develop a variety
of artistic, design,
technical, and soft skills
through performing
various assigned
roles in producing
and presenting media
artworks (for example,
invention, formal
technique, production,
self-initiative, problem-
solving).
a. Exhibit an increasing
set of artistic, design,
technical, and
soft skills through
performing various
roles in producing
and presenting media
artworks (for example,
creative problem-
solving, organizing).
a. Demonstrate a
defined range of artistic,
design, technical, and
soft skills through
performing specified
roles in producing
and presenting
media artworks (for
example, strategizing,
collaborative
communication).
a. Demonstrate
progression in artistic,
design, technical,
and soft skills as a
result of selecting and
fulfilling specified roles
in the production and
presentation of a variety
of media artworks.
a. Demonstrate effective
command of artistic,
design, technical,
and soft skills in
managing, producing,
and presenting media
artworks.
a. Employ mastered
artistic, design,
technical, and soft skills
in managing, producing
and presenting media
artwork.
b. Practice fundamental
creative and innovative
abilities (for example,
expanding conventions)
in addressing problems
within and through
media arts productions.
b. Develop a variety
of creative and
adaptive innovation
abilities (for example,
testing constraints) in
developing solutions
within and through
media arts productions.
b. Exhibit an increasing
set of creative and
adaptive innovation
abilities (for example,
exploratory processes)
in developing solutions
within and through
media arts productions.
b. Demonstrate a
defined range of creative
and adaptive innovation
abilities (for example,
divergent solutions,
bending conventions)
in developing new
solutions for identified
problems within and
through media arts
productions.
b. Develop and refine
a determined range of
creative and adaptive
innovation abilities
(for example, design
thinking, risk taking) in
addressing identified
challenges and
constraints within and
through media arts
productions.
b. Demonstrate
effective ability in
creative and adaptive
innovation abilities
(for example, resisting
closure, responsive
use of failure) to
address sophisticated
challenges within and
through media arts
productions.
b. Fluently employ
mastered creative and
innovative adaptability
in formulating lines of
inquiry and solutions
to address complex
challenges within and
through media arts
productions.
c. Examine how tools
and techniques could
be used in standard
and experimental ways
in constructing media
artworks
c. Demonstrate
adaptability using
tools and techniques
in standard and
experimental ways in
constructing media
artworks.
c. Demonstrate
adaptability using
tools and techniques
in standard and
experimental ways to
achieve an assigned
purpose in constructing
media artworks.
c. Demonstrate
adaptability using
tools, techniques and
content in standard and
experimental ways to
communicate intent in
the production of media
artworks.
c. 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.
c. Demonstrate the
skillful adaptation and
combination of tools,
styles, techniques, and
interactivity to achieve
specific expressive
goals in the production
of a variety of media
artworks.
c. Independently
utilize and adapt tools,
styles, and systems in
standard, innovative,
and experimental
ways in the production
of complex media
artworks.
8 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
PRODUCING
Anchor Standard 6: Convey meaning through the presentation of artistic work.
Enduring Understanding: Media artists purposefully present, share, and distribute media artworks for various contexts.
Essential Questions: (a) How do time, place, audience, and context affect presenting or performing choices for media artworks?
(b) How can presenting or sharing media artworks in a public format help a media artist learn and grow?
Present
Pre K
MA:Pr6.1.PK
Kindergarten
MA:Pr6.1.K
1st
MA:Pr6.1.1
2nd
MA:Pr6.1.2
3rd
MA:Pr6.1.3
4th
MA:Pr6.1.4
a. With guidance,
learn the various roles
needed to present media
artworks.
a. With guidance,
identify and share roles
in presenting media
artworks.
a. With guidance,
discuss presentation
conditions and perform
a task in presenting
media artworks.
a. Identify and describe
presentation conditions
and perform task(s)
in presenting media
artworks.
a. Identify and describe
the presentation
conditions and take on
roles and processes
in presenting or
distributing media
artworks.
a. Explain the
presentation conditions
and fulfill a role and
processes in presenting
or distributing media
artworks.
b. With guidance,
share reactions to the
presentation of media
artworks.
b. With guidance,
identify and share
reactions to the
presentation of media
artworks.
b. With guidance,
discuss the experience
of the presentation of
media artworks.
b. Identify and describe
the experience and
share the results of
presenting media
artworks.
b. Identify and describe
the experience and
share the results of,
and improvements
for, presenting media
artworks.
b. Explain the results
of, and improvements
for, presenting media
artworks.
Media Arts
RESPONDING
Anchor Standard 7: Perceive and analyze artistic work.
Enduring Understanding: Media artworks can be appreciated and interpreted through analyzing their components.
Essential Questions: (a) How do we “read” media artworks and discern their relational components? (b) How do media
artworks function to convey meaning and manage audience experience?
Perceive
Pre K
MA:Re7.1.PK
Kindergarten
MA:Re7.1.K
1st
MA:Re7.1.1
2nd
MA:Re7.1.2
3rd
MA:Re7.1.3
4th
MA:Re7.1.4
a. With guidance,
explore and discuss
components and
messages in a variety of
media artworks.
a. Recognize and,
with guidance, share
components and
messages in media
artworks.
a. Identify components
and messages in media
artworks.
a. Identify and describe
the components and
messages in media
artworks.
a. Identify and describe
how messages are
created by components
in media artworks.
a. Identify, describe,
and explain how
messages are created
by components in media
artworks.
b. With guidance,
explore media
artworks and discuss
experiences.
b. Recognize and share
how a variety of media
artworks create different
experiences.
b. With guidance,
identify how a variety of
media artworks create
different experiences.
b. Identify and describe
how a variety of media
artworks create different
experiences.
b. Identify and describe
how various forms,
methods, and styles in
media artworks manage
audience experience.
b. Identify, describe,
and, with guidance,
explain how various
forms, methods, and
styles in media artworks
manage audience
experience.
Illinois Arts Learning Standards Media Arts | 9Approved by the Illinois State Board of Education
5th
MA:Pr6.1.5
6th
MA:Pr6.1.6
7th
MA:Pr6.1.7
8th
MA:Pr6.1.8
Introductory HS Levels
MA:Pr6.1.I
Intermediate HS Levels
MA:Pr6.1.II
Advanced HS Levels
MA:Pr6.1.III
a. Compare qualities
and purposes of
presentation formats
and fulfill a role and
associated processes
in presentation and/or
distribution of media
artworks.
a. Analyze various
presentation formats
and fulfill various tasks
and defined processes
in the presentation and/
or distribution of media
artworks.
a. Evaluate various
presentation formats
in order to fulfill
various tasks and
defined processes in
the presentation and/
or distribution of media
artworks.
a. Design the
presentation and
distribution of media
artworks through
multiple formats and/or
contexts.
a. Design the
presentation and
distribution of
collections of media
artworks, considering
combinations of
artworks, formats, and
audiences.
a. Curate and design
the presentation
and distribution of
collections of media
artworks through a
variety of contexts
(for example, mass
audiences, physical and
virtual channels).
a. Curate, design,
and promote the
presentation and
distribution of media
artworks for intentional
impacts, through a
variety of contexts (for
example, markets,
venues).
b. Compare the results
of, and improvements
for, presenting media
artworks.
b. Analyze the results
of, and improvements
for, presenting media
artworks.
b. Evaluate the results
of, and improvements
for, presenting media
artworks, considering
impacts on personal
growth.
b. Evaluate the results
of, and implement
improvements for,
presenting media
artworks, considering
impacts on personal
growth and external
effects.
b. Evaluate
and implement
improvements in
presenting media
artworks, considering
personal and local
impacts (for example,
the benefits for self and
others).
b. Evaluate
and implement
improvements in
presenting media
artworks, considering
personal, local, and
social impacts (for
example, changes that
occurred for people or to
a situation).
b. Independently
evaluate, compare, and
integrate improvements
in presenting media
artworks, considering
personal to global
impacts (for example,
new understandings
that were gained by
artist and audience).
5th
MA:Re7.1.5
6th
MA:Re7.1.6
7th
MA:Re7.1.7
8th
MA:Re7.1.8
Introductory HS Levels
MA:Re7.1.I
Intermediate HS Levels
MA:Re7.1.II
Advanced HS Levels
MA:Re7.1.III
a. Identify, describe,
and differentiate
how message and
meaning are created by
components in media
artworks.
a. Identify, describe, and
analyze how message
and meaning are
created by components
in media artworks.
a. Describe, compare,
and analyze the
relationships between
the components in
media artworks.
a. Compare, contrast,
and analyze the
relationships between
the components and
style in media artworks.
a. Analyze the
qualities of and
relationships between
the components,
style, and preferences
communicated by media
artworks and artists.
a. Analyze and
synthesize the qualities
and relationships of the
components in a variety
of media artworks and
provide feedback on how
they impact audience.
a. Analyze and
synthesize the qualities
and relationships of
the components and
audience impact in
a variety of media
artworks.
b. Identify, describe,
and, with guidance,
differentiate how
various forms, methods,
and styles in media
artworks manage
audience experience.
b. Identify, describe,
and analyze how various
forms, methods, and
styles in media artworks
manage audience
experience.
b. Describe, compare,
and analyze how
various forms, methods,
and styles in media
artworks interact with
personal preferences in
influencing audience
experience.
b. Compare, contrast,
and analyze how various
forms, methods, and
styles in media artworks
shape audience
experience and create
meaning.
b. Analyze how a variety
of media artworks shape
audience experience
and create meaning
through multimodal
presentations.
b. Analyze how a
wide variety of media
artworks shape
audience experience,
create meaning,
and persuade
through multimodal
presentations.
b. Survey a wide variety
of traditional and
experimental media
artworks, analyzing
methods for shaping
audience experience,
creating meaning,
and persuading
through multimodal
presentations
and systemic
communications.
10 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
RESPONDING
Anchor Standard 8: Construct meaningful interpretations of artistic work.
Enduring Understanding: Interpretation and appreciation require engagement with the content, form, and context of media artworks.
Essential Questions: How do people relate to and interpret media artworks?
Interpret
Pre K
MA:Re8.1.PK
Kindergarten
MA:Re8.1.K
1st
MA:Re8.1.1
2nd
MA:Re8.1.2
3rd
MA:Re8.1.3
4th
MA:Re8.1.4
a. With guidance, share
reactions to media
artworks.
a. With guidance, share
observations regarding
a variety of media
artworks.
a. With guidance,
identify the meanings
of a variety of media
artworks.
a. Determine the
purposes and meanings
of media artworks,
considering their
context.
a. Determine the
purposes and meanings
of media artworks while
describing their context.
a. Determine and
explain reactions
and interpretations
to a variety of media
artworks, considering
their purpose and
context.
Anchor Standard 9: Apply criteria to evaluate artistic work.
Enduring Understanding: Skillful evaluation and critique are critical components of experiencing, appreciating, and producing media artworks.
Essential Questions: (a) How and why do media artists value and judge media artworks? (b) When and how should we evaluate and critique
media artworks to improve them?
Evaluate
Pre K
MA:Re9.1.PK
Kindergarten
MA:Re9.1.K
1st
MA:Re9.1.1
2nd
MA:Re9.1.2
3rd
MA:Re9.1.3
4th
MA:Re9.1.4
a. With guidance,
examine and share
qualities in media
artworks.
a. Share qualities and
possible changes in
media artworks by using
guided questioning.
a. Identify the effective
parts of, and possible
changes to, media
artworks.
a. Discuss the
effectiveness of, and
improvements for, media
artworks, considering
their context.
a. Identify basic criteria
for evaluating media
artworks, considering
possible improvements
and context.
a. Identify and
apply basic criteria
for evaluating and
improving media
artworks and production
processes, considering
context.
Media Arts
Illinois Arts Learning Standards Media Arts | 11Approved by the Illinois State Board of Education
5th
MA:Re8.1.5
6th
MA:Re8.1.6
7th
MA:Re8.1.7
8th
MA:Re8.1.8
Introductory HS Levels
MA:Re8.1.I
Intermediate HS Levels
MA:Re8.1.II
Advanced HS Levels
MA:Re8.1.III
a. Determine and
compare personal and
group interpretations
of a variety of media
artworks, considering
their subject matter,
media characteristics,
and context.
a. Interpret a variety of
media artworks, using
given criteria.
a. Interpret and
construct meanings
of a variety of media
artworks, using guided
self-developed criteria.
a. Interpret meanings
of a variety of media
artworks, focusing on
intentions, forms, and
various contexts.
a. Interpret meanings
and reaction to a variety
of media artworks,
focusing on personal
and cultural contexts.
a. Interpret meanings
and influence of
a variety of media
artworks, based on
personal, societal,
historical, and cultural
contexts.
a. Interpret meanings
and impacts of diverse
media artworks,
considering complex
factors of context and
bias.
5th
MA:Re9.1.5
6th
MA:Re9.1.6
7th
MA:Re9.1.7
8th
MA:Re9.1.8
Introductory HS Levels
MA:Re9.1.I
Intermediate HS Levels
MA:Re9.1.II
Advanced HS Levels
MA:Re9.1.III
a. Identify relevant
criteria for evaluating
media artworks,
considering possible
improvements and
context.
a. Identify and apply
relevant criteria
for evaluating and
improving media
artworks and production
processes, considering
context.
a. Determine and apply
relevant criteria to
evaluate various media
artworks and production
processes, considering
context and practicing
constructive feedback.
a. Develop and apply
relevant and specific
criteria to evaluate
various media artworks
and production
processes, considering
context and practicing
constructive feedback.
a. Evaluate media
artworks and production
processes with
developed criteria,
considering context and
artistic goals.
a. Evaluate media
artworks and production
processes at decisive
stages, using identified
criteria and considering
context and artistic
goals.
a. Independently form
and apply defensible
evaluations in the
constructive and
systematic critique of
media artworks and
production processes.
12 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
CONNECTING
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
Enduring Understanding: Personal and cultural experiences affect and are affected by how media artworks are made and interpreted.
Essential Questions: (a) How do we relate knowledge and experiences to understanding and making media artworks?
(b) How do we learn about and create meaning through producing media artworks?
Synthesize
Pre K
MA:Cn10.1.PK
Kindergarten
MA:Cn10.1.K
1st
MA:Cn10.1.1
2nd
MA:Cn10.1.2
3rd
MA:Cn10.1.3
4th
MA:Cn10 .1.4
a. Use personal
experiences in making
media artworks.
a. Use personal
experiences and choices
in making media
artworks.
a. Use personal
experiences, interests,
and models in creating
media artworks.
a. Use personal
experiences, interests,
information, and models
in creating media
artworks.
a. Use personal and
external resources (for
example, interests,
information, models) to
create media artworks.
a. Examine and use
personal and external
resources (for example,
interests, research,
cultural understanding)
to create media
artworks.
b. With guidance, share
experiences of media
artworks.
b. Share memorable
experiences of media
artworks.
b. Share meaningful
experiences of media
artworks.
b. Discuss
experiences of media
artworks, describing
their meaning and
purpose.
b. Identify and show how
media artworks form
meanings, situations,
and/or culture (for
example: popular
media.)
b. Examine and show
how media artworks
form meanings,
situations, or cultural
experiences (for
example, online spaces).
Media Arts
Anchor Standard 11: 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 Questions: (a) How does media arts relate to its various contexts, purposes, and values? (b) How does investigating these relationships inform and
deepen the media artist’s understanding and work?
Relate
Pre K
MA:Cn11.1.PK
Kindergarten
MA:Cn11.1.K
1st
MA:Cn11.1.1
2nd
MA:Cn11.1.2
3rd
MA:Cn11.1.3
4th
MA:Cn11 .1.4
a. With guidance, relate
media artworks and
everyday life.
a. With guidance, share
ideas in relating media
artworks and everyday
life (for example, daily
activities).
a. Discuss and describe
media artworks in
everyday life (for
example, popular
media, connections with
family and friends).
a. Discuss how media
artworks and ideas
relate to everyday
and cultural life
(for example, media
messages, media
environments).
a. Identify how media
artworks and ideas
relate to everyday and
cultural life and can
influence values and
online behavior.
a. Explain verbally and/
or in media artworks
how media artworks and
ideas relate to everyday
and cultural life (for
example, fantasy and
reality, technology use).
b. With guidance,
interact safely and
appropriately with
media arts tools and
environments.
b. With guidance,
interact safely and
appropriately with
media arts tools and
environments.
b. Interact appropriately
with media arts tools
and environments,
considering safety,
rules, and fairness.
b. Interact appropriately
with media arts tools
and environments,
considering safety,
rules, and fairness.
b. Examine and
interact appropriately
with media arts tools
and environments,
considering safety,
rules, and fairness.
b. Examine and
interact appropriately
with media arts tools
and environments,
considering ethics,
rules, and fairness.
Illinois Arts Learning Standards Media Arts | 13Approved by the Illinois State Board of Education
5th
MA:Cn10.1.5
6th
MA:Cn10.1.6
7th
MA:Cn10.1.7
8th
MA:Cn10.1.8
Introductory HS Levels
MA:Cn10.1.I
Intermediate HS Levels
MA:Cn10.1.II
Advanced HS Levels
MA:Cn10.1.III
a. Access and use
internal and external
resources (for example,
interests, knowledge,
experiences) to create
media artworks.
a. Access, evaluate,
and use internal and
external resources (for
example, knowledge,
experiences, interests,
research) to create
media artworks.
a. Access, evaluate,
and use internal and
external resources (for
example, experiences,
interests, research,
exemplary works) to
inform the creation of
media artworks.
a. Access, evaluate,
and use internal and
external resources
(for example, cultural
knowledge, research,
exemplary works) to
inform the creation of
media artworks.
a. Access, evaluate, and
integrate personal and
external resources (for
example, experiences,
interests, cultural
experiences) to inform
the creation of original
media artworks.
a. Synthesize internal
and external resources
(for example,
cultural connections,
introspection, research,
exemplary works) to
enhance the creation
of persuasive media
artwork.
a. Independently and
proactively access
relevant and qualitative
resources to inform
the creation of cogent
media artworks.
b. Examine and show
how media artworks
form meanings,
situations, and cultural
experiences (for
example, news, cultural
events).
b. Explain and show
how media artworks
form new meanings,
situations, and cultural
experiences (for
example, historical
events).
b. Explain and show
how media artworks
form new meanings,
knowledge, situations,
and cultural experiences
(for example, new
information, learning).
b. Explain and
demonstrate how
media artworks create
cultural experiences
(for example, local and
global events).
b. Explain and
demonstrate the use
of media artworks to
expand meaning and
knowledge and to create
cultural experiences (for
example, learning and
sharing through online
environments).
b. Explain and
demonstrate the use
of media artworks
to synthesize new
meaning and knowledge
and reflect and form
cultural experiences
(for example, new
connections between
themes and ideas, local
and global networks,
personal influence).
b. Demonstrate and
expound on the use
of media artworks to
perfect new meaning,
knowledge, and cultural
experiences that have
an impact.
5th
MA:Cn11.1.5
6th
MA:Cn11.1.6
7th
MA:Cn11.1.7
8th
MA:Cn11.1.8
Introductory HS Levels
MA:Cn11.1.I
Intermediate HS Levels
MA:Cn11.1.II
Advanced HS Levels
MA:Cn11.1.III
a. Research and show
how media artworks and
ideas relate to social
and community life
(for example, exploring
commercial and
information purposes,
history, ethics).
a. Research and show
how media artworks and
ideas relate to social,
community, and cultural
situations (for example,
cultural identity, history,
entertainment).
a. Research and
demonstrate how
media artworks and
ideas relate to various
situations, purposes,
and values (for example,
community, vocations,
social media).
a. Demonstrate and
explain how media
artworks and ideas
relate to various
contexts, purposes, and
values (for example,
democracy, environment,
connecting people and
places).
a. Demonstrate and
explain how media
artworks and ideas
relate to various
contexts, purposes, and
values (for example,
social trends, power,
equality, cultural
identity).
a. Demonstrate the
relationships of media
arts ideas and works
to various contexts,
purposes, and values
(for example, markets,
systems, propaganda,
truth).
a. Examine in depth
and demonstrate the
relationships of media
arts ideas and works
to local and global
contexts, purposes, and
values through relevant
media artworks that
have an impact.
b. Examine, discuss, and
interact appropriately
with media arts tools
and environments,
considering ethics,
rules, and media
literacy.
b. Analyze and interact
appropriately with
media arts tools
and environments,
considering fair use and
copyright, ethics, and
media literacy.
b. Analyze and
responsibly interact
with media arts tools
and environments,
considering copyright,
ethics, media literacy,
and social media.
b. Analyze and
responsibly interact
with media arts tools,
environments, and
legal and technological
contexts, considering
ethics, media literacy,
social media, and
virtual worlds.
b. Critically evaluate
and effectively
interact with legal,
technological, systemic,
and vocational
contexts of media arts,
considering ethics,
media literacy, social
media, virtual worlds,
and digital identity.
b. Critically investigate
and ethically
interact with legal,
technological, systemic,
and vocational
contexts of media arts,
considering ethics,
media literacy, digital
identity, and artist-
audience interactivity.
b. Critically investigate
and strategically
interact with legal,
technological, systemic,
and vocational contexts
of media arts.
14 | Illinois Arts Learning Standards Media Arts Approved by the Illinois State Board of Education
Media Arts Glossary
Attention: Principle of directing perception through sensory
and conceptual impact.
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.
Components: The discrete portions and aspects of media
artworks, including elements, principles, processes, parts, and
assemblies (for example, light, sound, space, time, shot, clip,
scene, sequence, movie, narrative, lighting, cinematography,
interactivity).
Composition: Principle of arrangement and balancing of
components of a work for meaning and message.
Constraints: Limitations on what is possible, both real
and perceived.
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
(for example, personal, societal, cultural, historical, physical,
virtual, economic, systemic).
Continuity: The maintenance of uninterrupted flow, continuous
action, or self-consistent detail across the various scenes
or components of a media artwork (for example, game
components, branding, movie timeline, series).
Contrast: Principle of using the difference between items,
such as elements, qualities, and components, to mutually
complement them.
Convention: An established, common, or predictable rule,
method, or practice within media arts production, such as the
notion of a “hero” in storytelling.
Copyright: The exclusive right to make copies, license, and
otherwise exploit a produced work.
Design thinking: A cognitive methodology that promotes
innovative problem solving through the prototyping and
testing process commonly used in design.
Digital identity: How one is presented, perceived, and recorded
online, including personal and collective information and
sites, e-communications, and commercial tracking.
Divergent thinking: Unique, original, uncommon, idiosyncratic
ideas; thinking “outside of the box.”
Emphasis: Principle of giving greater compositional strength
to a particular element or component in a media artwork.
Ethics: Moral guidelines and philosophical principles
for determining appropriate behavior within media arts
environments.
Exaggeration: Principle of pushing a media arts element
or component into an extreme for provocation, attention, or
contrast, as seen in character, voice, mood, or message.
Experiential Design: Area of media arts wherein interactive,
immersive spaces and activities are created for the user;
associated with entertainment design.
Fairness: Complying with appropriate, ethical, and equitable
rules and guidelines.
Fair use: Permits limited use of copyrighted material without
acquiring permission from the rights holders, including
commentary, search engines, and criticism.
Force: Principle of energy or amplitude within an element,
such as the speed and impact of a character’s motion.
Generative methods: Various inventive techniques for
creating new ideas and models, such as brainstorming, play,
open exploration, experimentation, inverting assumptions, or
rule bending.
Hybridization: Principle of combining two existing media
forms to create new and original forms, such as merging
theatre and multimedia.
Interactivity: A diverse range of articulating capabilities
between media arts components, such as user, audience,
and sensory elements, that allow for inputs and outputs
of responsive connectivity using sensors, triggers, and
interfaces, and may be used to obtain data, commands, or
information and may relay immediate feedback, or other
communications; contains unique sets of aesthetic principles.
Juxtaposition: Placing greatly contrasting items together
for effect.
Legal: The legislated parameters and protocols of media arts
systems, including user agreements, publicity releases,
and copyright.
Manage audience experience: The act of designing
and forming user sensory episodes through multisensory
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.
Markets: The various commercial and informational channels
and forums for media artworks, such as television, radio,
Internet, fine arts, nonprofit, or communications.
Meaning: The formulation of significance and purposefulness
in media artworks.
Media arts contexts: The diverse locations and circumstances
of media arts, including its markets, networks, technologies,
and vocations.
Media environments: Spaces, contexts, and situations where
media artworks are produced and experienced, such as in
theaters, production studios, and online.
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 nonprint messages.
Media messages: The various artistic, emotional, expressive,
prosaic, commercial, utilitarian, and informational
communications of media artworks.
Modeling or concept modeling: Creating a digital or physical
representation or sketch of an idea, usually for testing;
prototyping.
Movement: Principle of motion of diverse items within
media artworks.
Multimedia theatre: The combination of live theatre elements
and digital media (for example, sound, projections, video) into
a unified production for a live audience.
Multimodal perception: The coordinated and synchronized
integration of multiple sensory systems (for example, vision,
touch, auditory) in media artworks.
Narrative structure: The framework for a story, usually
consisting of an arc of beginning, conflict, and resolution.
Personal aesthetic: An individually formed, idiosyncratic style
or manner of expressing oneself; an artist’s “voice.”
Perspective: Principle pertaining to the method of
three-dimensional rendering, point-of-view, and angle of
composition.
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.
Positioning: The principle of placement or arrangement.
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.
Prototyping: Creating a testable version, sketch, or model
of a media artwork, such as a game, character, website, or
application.
Resisting closure: Delaying completion of an idea, process, or
production or persistently extending the process of refinement,
toward greater creative solutions or technical perfection.
Responsive use of failure: Incorporating errors toward
persistent improvement of an idea, technique, process, or
product.
Rules: The laws or guidelines for appropriate
behavior; protocols.
Illinois Arts Learning Standards Media Arts | 15Approved by the Illinois State Board of Education
Safety: Maintaining proper behavior for the welfare of self and
others in handling equipment and interacting with media arts
environments and groups.
Soft skills: Diverse organizational and management skills,
useful to employment, such as collaboration, planning,
adaptability, and communication.
Stylistic convention: A common, familiar, or even “formulaic”
presentation form, style, technique, or construct, such as the
use of tension-building techniques in a suspense film.
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, and transmedia.
System(s): The complex and diverse technological structures
and contexts for media arts production, funding, distribution,
viewing, and archiving.
Technological: The mechanical aspects and contexts of media
arts production, including hardware, software, networks,
and code.
Tone: Principle of “color,” “texture,” or “feel” of a media arts
element or component, such as sound, lighting, mood, or
sequence.
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.
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.
Virtual channels: Network-based presentation platforms such
as YouTube, Vimeo, and Deviantart.
Virtual worlds: Online, digital, or synthetic environments (for
example, Minecraft, Second Life).
Vocational: The workforce aspects and contexts of media arts.
The Illinois Arts Learning
Standards Initiative was
coordinated by
Arts Alliance Illinois
IllinoisArtsLearning.org
