Page 127 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Teacher prompt: “After reviewing your record of the way you used the creative process, what have you learned that you might apply to the creation of your next media art work?”
A2. The Principles of Media Arts
By the end of this course, students will:
A2.1 analyse how media artists use the principle of hybridization, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., combine still photographs and the techniques of cut paper animation to create a digital animation in the style of Allison Hrabluik)
Teacher prompts: “How has the combination of these two media enriched the final media art work?” “In what ways can sound be used to unify space in an installation?”
A2.2 analyse how media artists use the principle of interactivity, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., use projected images and/or text to create an installation and live performance in the style of Rafael Lozano-Hemmer or of Janet Cardiff and George Bures Miller’s The Paradise Institute)
Teacher prompts: “What elements can you use to enhance the interactivity of your art work?” “How are the elements of dance and visual arts applied through the principle of interactivity
in Camille Utterback’s Untitled 5 from her External Measures series?”
A2.3 analyse how media artists use the principle of duration, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., analyse how video artists such as Shandi Mitchell or multidisciplinary artists such as Thom Sokoloski combine elements using the principle of duration; design a multimedia performance with time-lapse effects; use digital video editing and other tech- niques to make time“fly”)
Teacher prompts: “What is the difference between running time, perceived time, and actual time in a media art work?” “How can you use images and effects to depict the passage of time? How can you manipulate the sense of time in media art?”
A2.4 analyse how media artists use the principle of point of view, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., analyse the animated short Ryan by Chris
Landreth and the related documentary Alter Ego by Laurence Green with reference to their approach to conveying physical and conceptual points of view; create an art work to express a conceptual point of view on a cultural, political, or social theme; present physical points of view
by creating a series of still images that approach the same subject matter from a variety of positions [bird’s eye, worm’s eye, eye level, panoramic, internal, microscopic])
Teacher prompt: “How does the physical point of view affect the meaning of this media art work? How might you change the point of view to alter the work’s meaning?”
By the end of this course, students will:
A3.1 explore a wide range of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works (e.g., explore advanced digital imaging, digital video, and digital audio; experiment with multimedia, performance, and installation art; create web-based art, using software from the OSAPAC database where possible)
Teacher prompt: “In what ways has your devel- oping skill in photographic and digital imaging increased your ability to express your ideas?”
A3.2 create and present media art works that are appropriate for specific audiences and venues (e.g., an audience of elementary students; a venue such as a theatre stage, a gallery, an outdoor site), using various technologies, tools, and tech- niques (e.g., projection, broadcast, the Internet, computer monitors)
Teacher prompts: “Is your media art work appropriate for your audience?” “Based on feedback from the audience, is there anything that you would change about the techniques used in your art work? Why or why not?”
A3.3 communicate their purpose and artistic intention when creating and presenting media art works, using a variety of approaches, tools, technologies, and techniques (e.g., create a video-based installation that uses dramatic images to encourage the audience to consider social issues related to Aboriginal rights or environmental protection)
Teacher prompts: “What is your artistic inten- tion? What type of approach might best communicate your intent to an audience?” “How did your artistic intention influence your choice of technology and use of tools?”
CREATING AND PRESENTING
A3. UsingTechnologies,Tools,and Techniques
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Media Arts
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