Getting ideas on screen
Students start the year by turning their own experiences and interests into media projects, like short videos, drawings on a tablet, or simple sound recordings. They learn that good ideas come from things they already know.
What does a student learn in
This is the year students start treating media projects like real stories with a point. They come up with their own ideas for short videos, sound clips, or digital images, then shape them with a beginning, middle, and end. Students also learn to look at media made by others and explain what message it sends. By spring, they can plan a small project, share it with the class, and say what they want viewers to notice.
- Making media
- Digital storytelling
- Sharing projects
- Talking about media
- Editing and revising
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Planning and building a project
Students sketch out a plan before they make something. They organize their pictures, sounds, and words in order, then build a draft they can show a classmate.
- 3
Practicing the tools
Students get more comfortable with cameras, recording apps, and basic editing. They learn small techniques that make a video clearer or a sound easier to hear.
- 4
Sharing work with an audience
Students finish their projects and present them to classmates or family. They think about what they want viewers to feel or understand, and they make small changes to get that across.
- 5
Looking closely at media
Students watch, listen to, and talk about media made by others. They notice choices the maker made, guess at the message, and use a simple checklist to say what worked.
- 6
Media in the wider world
Students connect their work to media they see at home, in school, and in their community. They notice how stories and images from different places and times shape what people make today.
Mastery Learning Standards
The required skills a student should display by the end of Grade 3.
Connecting
Connecting
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Synthesize and relate knowledge and personal experiences to make art
Students draw on things they already know and moments from their own life to make media art. A memory, a feeling, or something learned in class can become the starting point for a project.
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Relate artistic ideas and works with societal, cultural
Students look at a piece of media art, like a photo or short film, and connect it to where, when, or why it was made. That context helps them understand what the artist was trying to say.
| Standard | Definition | Code |
|---|---|---|
| Synthesize and relate knowledge and personal experiences to make art | Students draw on things they already know and moments from their own life to make media art. A memory, a feeling, or something learned in class can become the starting point for a project. | MA:Cn10.3 |
| Relate artistic ideas and works with societal, cultural | Students look at a piece of media art, like a photo or short film, and connect it to where, when, or why it was made. That context helps them understand what the artist was trying to say. | MA:Cn11.3 |
Creating
Creating
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Generate and conceptualize artistic ideas and work
Students brainstorm and sketch out ideas for media art projects, like a short video, a digital drawing, or a photo series, before they start making anything.
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Organize and develop artistic ideas and work
Students plan and arrange their media art ideas, deciding how images, sounds, or movement fit together before they finish the piece.
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Refine and complete artistic work
Students review their media art projects, make edits, and decide when the work is finished. They learn that good creative work usually takes more than one attempt.
| Standard | Definition | Code |
|---|---|---|
| Generate and conceptualize artistic ideas and work | Students brainstorm and sketch out ideas for media art projects, like a short video, a digital drawing, or a photo series, before they start making anything. | MA:Cr1.3 |
| Organize and develop artistic ideas and work | Students plan and arrange their media art ideas, deciding how images, sounds, or movement fit together before they finish the piece. | MA:Cr2.3 |
| Refine and complete artistic work | Students review their media art projects, make edits, and decide when the work is finished. They learn that good creative work usually takes more than one attempt. | MA:Cr3.3 |
Performing/Presenting/Producing
Performing/Presenting/Producing
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Analyze, interpret, and select artistic work for presentation
Students look at a collection of media projects (like short videos or digital images) and choose which ones are worth sharing, explaining why some pieces communicate their idea better than others.
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Develop and refine artistic techniques and work for presentation
Students practice and improve their media art projects before sharing them with an audience. They refine details like sound, image, or layout until the work is ready to present.
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Convey meaning through the presentation of artistic work
Students choose how to share a finished piece of media, like a short video or digital image, so the idea behind it comes through clearly to the audience.
| Standard | Definition | Code |
|---|---|---|
| Analyze, interpret, and select artistic work for presentation | Students look at a collection of media projects (like short videos or digital images) and choose which ones are worth sharing, explaining why some pieces communicate their idea better than others. | MA:Pr4.3 |
| Develop and refine artistic techniques and work for presentation | Students practice and improve their media art projects before sharing them with an audience. They refine details like sound, image, or layout until the work is ready to present. | MA:Pr5.3 |
| Convey meaning through the presentation of artistic work | Students choose how to share a finished piece of media, like a short video or digital image, so the idea behind it comes through clearly to the audience. | MA:Pr6.3 |
Responding
Responding
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Perceive and analyze artistic work
Students look at media artwork like photos, videos, or animations and describe what they notice: the colors, shapes, sounds, and how the pieces fit together.
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Interpret intent and meaning in artistic work
Students look at a media artwork like a photo, animation, or short video and explain what the creator was trying to say and why certain choices, like color or sound, were made.
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Apply criteria to evaluate artistic work
Students look at a media artwork, such as a short video or digital image, and use a simple set of criteria to explain what works well and what could be stronger.
| Standard | Definition | Code |
|---|---|---|
| Perceive and analyze artistic work | Students look at media artwork like photos, videos, or animations and describe what they notice: the colors, shapes, sounds, and how the pieces fit together. | MA:Re7.3 |
| Interpret intent and meaning in artistic work | Students look at a media artwork like a photo, animation, or short video and explain what the creator was trying to say and why certain choices, like color or sound, were made. | MA:Re8.3 |
| Apply criteria to evaluate artistic work | Students look at a media artwork, such as a short video or digital image, and use a simple set of criteria to explain what works well and what could be stronger. | MA:Re9.3 |
Common Questions
What is media arts in third grade?
Media arts means making things like short videos, photo stories, simple animations, podcasts, and digital drawings. Students learn to plan an idea, put it together with a camera or computer, and share it with an audience.
What should students be able to do by the end of the year?
By spring, students can come up with an idea, plan it out with sketches or a simple storyboard, record or build it, and share a finished piece. They can also talk about what another piece of media is trying to say and whether it works.
How can families support media arts at home?
Let students use a phone or tablet to take photos, record short videos, or make a slideshow about something they care about. Ask them to plan it first on paper. Five minutes of planning makes a much stronger result.
What if there is no camera or computer at home?
Media arts ideas still work with paper. Have students draw a four-box comic, plan a pretend commercial, or sketch the shots they would take if they had a camera. The planning skills matter more than the device.
How should the year be sequenced?
Start with short, low-stakes projects that focus on one idea, like a 15-second video or a three-photo story. Build toward longer projects in the spring where students plan, record, revise, and present. Save time for feedback rounds between drafts.
Which skills usually need the most reteaching?
Planning before recording is the hardest habit to build. Students also need repeated practice giving useful feedback on a peer's work instead of saying it is good or bad. Build short critique routines into every project.
How can families talk about shows, ads, and videos with students?
Pause a show or ad and ask what the maker wanted you to feel and how they did it. Notice the music, the camera angle, or the words on screen. Two minutes of this builds the same thinking students use in class.
What does a finished third grade project look like?
A finished piece has a clear idea, a beginning and an end, and choices that match the message, such as music that fits the mood or photos that match the topic. It does not need to look professional. It needs to make sense to the viewer.
How do students get ready for fourth grade media arts?
Students are ready when they can plan a short project, follow through to a finished version, and explain why they made the choices they made. Comfort with revising after feedback matters more than fancy tools.