Page 129 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

critically analyse the work of recognized media artists to inspire them and expand their creative potential, to help them refine their design plan, or to discover new technologies or new ways of work- ing with familiar technologies)
Teacher prompts: “In what ways has analysing the work of this media artist informed your plans for your installation?” “Which of your creative plans or decisions did you revise after critically analysing them? Why?”
B2. IdentityandValues
By the end of this course, students will:
B2.1 identify and analyse ways in which media art works express the personal identities of artists (e.g., works by the General Idea collective; Joane Cardinal-Schubert’s The Lesson; music videos by Red Power Squad or Youssou N’Dour)
Teacher prompt: “What is the intent of this art work? What does this intent tell you about the personal identity of the artist?”
B2.2 analyse the ability of media art works to express historical or contemporary cultural identities (e.g., Alanis Obomsawin’s Kanehsatake: 270 Years of Resistance; Nina Levitt’s Thin Air), and explain how obstacles can limit that ability (e.g., the limited representation on the Internet of media artists from some regions of the world)
Teacher prompts: “Why are certain groups, cul- tures, and/or geographic areas underrepresented in media arts? What characteristics of the World Wide Web potentially increase the representation of artists from a variety of cultures and with various points of view? What factors might limit this potential?” “What is the potential of web-based works, such as Mary Flanagan’s [collection], to expand the audience for artists from cultures across the globe?”
B2.3 analyse the ability of historical or contempo- rary media art works to influence community or societal values (e.g., the impact of propaganda art, such as that of the Chinese Cultural Revolution; the impact of the documentary The Final Inch; the influence of contemporary advertising)
Teacher prompt: “What is the message of this political poster? What methods does it use to try to persuade the viewer? Why do you think its creator believed it would be successful?”
B2.4 analyse, on the basis of reflection, and docu- ment how creating and presenting media art works has affected their personal values and their understanding of their culture and com- munity (e.g., how presenting media art works to
a variety of local audiences has influenced their perspective on issues and broadened their under- standing of their community)
Teacher prompt: “What have you learned about your community through the creation of a media art work on an issue in a local election campaign?”
B2.5 analyse how the process of critically analysing media art works has affected their perception and understanding of different communities, cultures, ideologies, and/or social groups (e.g., how analysing media art work posted on video blogs has expanded their knowledge or changed their perception of people who are from different cultures or who advocate different ideologies)
Teacher prompt: “In what ways has your perception of other cultures changed through your examination of video art works on the Internet?”
B3. Connections Beyond the Classroom
By the end of this course, students will:
B3.1 identify areas of postsecondary study that are related to media arts and that reflect their personal skills and interests, describe the requirements for each area, and create and maintain a portfolio that could be used when applying to programs in these areas (e.g., reflect on their interests and skills to determine the most appropriate areas of study; create a portfolio that includes a formal artist statement, samples of completed works, a skill inventory, and a résumé)
Teacher prompt: “How has the process of creating a portfolio helped you identify your personal strengths and future goals? What is the most important thing you have learned from this process?”
B3.2 analyse skills connected with design, pro- duction, distribution, or management processes in media arts (e.g., skills needed for image manip- ulation, digital video editing, sound editing, multimedia authoring; skills related to leadership, innovation, teamwork), and explain how these skills can be applied in a range of careers related to media arts (e.g., animation, commercial photog- raphy, filmmaking, graphic design, journalism, photojournalism)
Teacher prompt: “How has research into a number of fields related to media arts informed your awareness and understanding of future opportunities in these fields? Do you have all the skills necessary to be successful in one of these fields? If not, what other skills would you need to develop to help you achieve success?”
REFLECTING, RESPONDING, AND ANALYSING
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