Page 126 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively;
A2. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts);
A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.
A1. The Creative Process
A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 use a variety of strategies (e.g., brainstorming, concept webs, mind maps, group discussions, research using sources such as case studies) to investigate creative challenges and generate innovative ideas, individually and/or collabo- ratively, for addressing them (e.g., the challenge of creating a video art work on cyberbullying)
Teacher prompt: “Do any of your personal experiences or those of your group members relate to the topic of the challenge? Where would you find more information on the topic? How can these experiences and this informa- tion help you generate ideas?”
A1.2 develop plans, individually and/or collabo- ratively, that address a variety of creative challenges (e.g., reflect on and filter their ideas
to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes, scripts, choreographic notes, and/or blocking notes to help develop their plans), and assess and revise their plans on the basis of feedback and reflection
Teacher prompts: “What criteria might you use when filtering ideas?” “What challenges does your plan present? Would revising an aspect of the plan help you overcome those challenges?”
A1.3 produce and refine media art works, using research, exploration, input, and reflection (e.g., research audio/visual codes and alternative media; explore new media tools, practise a range
of techniques, and reflect on which tools and tech- niques would be appropriate for their art work; reflect on feedback from their teacher, peers, and others, and modify their preliminary work as appropriate on the basis of this feedback)
Teacher prompts: “What other media artists have used this technique? How can exploring techniques used by other media artists help you expand the range of techniques you use in your work?” “How do you decide when to integrate the input of others into your work? In what ways did feedback affect your final product?”
A1.4 exhibit or perform media art works, individ- ually and/or collaboratively, using methods that are highly appropriate for the work (e.g., present a performance art work with sound effects or music that enhances their message; post their digital work on the Internet; play the class a DVD of their animation; present their work in an actual
or virtual gallery)
Teacher prompt: “Is your mode of presentation appropriate for your art work? Is there any aspect of your work that is not well served by the method of presentation? How might you modify your presentation plans to address this problem?”
A1.5 use an appropriate tracking tool (e.g., a sketchbook, a journal, storyboards, a checklist, production notes, a“making-of”video) to produce a detailed record of their application of the cre- ative process, and use this record to determine, through reflection, how effectively they applied this process
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