Page 128 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 11, University/College Preparation
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works;
B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values;
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills that are transferable beyond the media arts classroom.
B1. The Critical Analysis Process
B. REFLECTING, RESPONDING, AND ANALYSING
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:
B1.1 analyse, through examination and reflection, their initial response to media art works, using various strategies and modes of communication (e.g., describe their initial reaction to a classmate’s media art work in an inside-outside circle or using a sticky-note parking lot; use an electronic chart to record their analysis of how specific elements of the art work affected their initial reaction)
Teacher prompt: “Does a particular technical
or aesthetic aspect of this media art work strike you? How does it affect your initial reaction
to the work?”
B1.2 use the critical analysis process to deconstruct, interpret, and assess media art works created by recognized artists, and record and organize their findings using a variety of tools and formats (e.g., identify the individual components of the work and analyse how the artist combines them to
communicate a message or convey meaning; assess the effectiveness of the artist’s use of technology and tools as well as principles and elements from contributing art forms; analyse ways in which the artist has used his or her cultural background as inspiration; interpret the work to determine its intent; assess how effectively the artist addresses
a social issue or communicates artistic intent; analyse the use of large-scale projection in Bill Viola’s work The Crossing)
Teacher prompt: “What was the artist’s intent in creating this art work? How effectively does the artist communicate that intent? What specifically does he or she do to achieve that intent?”
B1.3 analyse how each stage of the critical analysis process contributes to their comprehension of media art works, and communicate their find- ings (e.g., review their records [notes, blogs, video journals, digital recordings] to determine their understanding of a media art work during each stage of the critical analysis process)
Teacher prompt: “What sorts of differences can your see between your initial reaction to this work and your final assessment of it? What accounts for those differences?”
B1.4 use the appropriate components of the critical analysis process to assess and enhance their own creative process, including their planning, pro- duction, and presentation decisions, and to interpret audience responses to their media art work (e.g., use feedback from the critical analysis process when making creative decisions about the most appropriate modes of presentation, effective technologies, the time and place for an exhibition, and/or the level of interactivity of their art work;
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