Page 123 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

OVERVIEW
Media arts courses at the Grade 11 and 12 level focus on refining students’ use of multiple media and their skills in the use of traditional and emerging technologies and tools. Students create increasingly sophisticated media art works that communicate ideas, feelings, and beliefs to specific audiences. These courses also develop students’ theoretical knowl- edge and analytical skills, and encourage them to explore in greater depth the cultural, historical, and social contexts of media art.
Media arts incorporates a variety of materials, techniques, tools, technologies, and skills from various arts disciplines including dance, drama, music, and visual arts. Elements are also drawn from the contributing arts: for example, line, colour, and texture from visual arts; space, time, and energy from dance; rhythm (duration), harmony (pitch), and dynamics from music; and character, place, and tension from dramatic arts. The tech- nologies and processes used and adapted to create media art may be traditional, including, but not limited to, photography, film, photocopy art, analog and electro-acoustic sound, classical animation, and video/television. The technologies and processes may also be digital: computer software, digital imaging and graphics, digital sound recording and sonic sculpture, two- and three-dimensional animation, multimedia production, holography, and web-page design.
Four organizing principles guide the creation of media artworks: hybridization, interactivity, duration, and point of view. Hybridization involves innovative ways of combining art disciplines to create what can be called “hybrid” forms of art. Duration explores the nature of time and how its perception can be manipulated and presented. Interactivity involves viewer participation and includes artforms such as interactive installations, performance art, gaming environments, and web-based art. Point of view can be expressed both conceptually – revealing, for example, an artist’s response to a social theme or issue – and physically, through perspective.
The expectations for the courses in media arts are organized into three distinct but related strands:
1. Creating and Presenting: Students apply the creative process (see pages 15–17) to construct and present media art works using traditional and emerging technology and tools in increasingly skillful ways. They create art works for multiple purposes and audiences, reflecting on the effectiveness of their use of the creative process. Students analyse how various artists use the principles of media art in the design and production of works that integrate elements from contributing arts.
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MEDIA ARTS