Page 134 - 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 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., a placemat or jigsaw exercise; brainstorming; sketches; a checklist; a concept web or mind map; research) to generate and explore ideas, individually and collaboratively, for solutions to creative challenges (e.g., creating a media art work on the signs of or issues relating to climate change in their community or on a cultural theme)
Teacher prompts: “How can you use the collab- orative process to develop and enrich your team’s ideas? What collaborative processes do artists’ collectives in your community use? Does an understanding of these processes widen the range of ideas that your team can explore?” “In what ways did your idea-generation process change when working in a group as opposed to by yourself?”
A1.2 develop plans, individually and/or collabo- ratively, that address a range of creative chal- lenges (e.g., use outlines, scripts, diagrams, rough copies, templates, thumbnail sketches, storyboards, and/or production notes to help develop their plans; outline the steps in the creative process
that they plan to apply), and revise their plans on the basis of self-assessment and the input of others
Teacher prompt: “Does your plan clearly identify the steps you will follow and how they will allow you to address your challenge? When
you review your outline, can you see how you will move from one step to the next when you begin to produce your art work?”
A1.3 produce and refine media art works, using experimentation, input, and reflection (e.g., use their plan and outline to guide experimentation; use rating charts, self-assessment rubrics, simulations, journals, class critiques, and/or discussion boards to gather feedback and reflect on their preliminary work; refine their art work on the basis of peer input and self-assessment)
Teacher prompts: “Have your experiments with new techniques been successful? How can you incorporate the results into your art work?” “What type of refinements did you make to your preliminary work as a result of constructive criticism? How did these refinements contribute to the successful completion of your art work?”
A1.4 exhibit or perform media art works, individ- ually and/or collaboratively, using a variety of methods that are appropriate for their work (e.g., a classroom exhibition showcasing a variety of works on a social issue; an outdoor installation based on an environmental theme; a podcast on the significance of storytelling in First Nation, Métis, and/or Inuit cultures)
Teacher prompts: “Did your presentation method affect the intended outcome of your media art work? Would another presentation method have been more effective?” “How did the site you selected for your installation influ- ence the meaning of the work?”
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