Page 135 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A1.5 use a variety of tracking tools (e.g., sketch- books, process journals, digital collections of images and sounds) to document in a detailed way their use of the creative process, and use this record as a basis for reflection on the effec- tiveness of their procedures
Teacher prompts: “Does your sketchbook allow you to reflect on how you approached each stage of the creative process in the production of your art work?” “Which specific steps did you follow in the creation of this work? Did the exploration stage result in changes to your initial idea or plans?”
A2. The Principles of Media Arts
By the end of this course, students will:
A2.1 communicate an understanding of the four principles of media arts, and apply one of them to reinterpret an existing art work (e.g., reinterpret South African photographer Santu Mofokeng’s Concert at Sevenfontein using the principle of duration)
Teacher prompt: “How can applying the principle of duration to transform a still photograph change the meaning and impact of the original work?”
A2.2 design and produce original media art works by combining two or more of the principles of media arts to organize a variety of elements from the contributing arts (e.g., use the principles of interactivity and duration to design and produce an environment that integrates a variety of elements in the style of Janet Cardiff’s Whispering Room)
Teacher prompt: “Which principles of media arts can you combine in your work to most effectively engage the audience?”
By the end of this course, students will:
A3.1 explore a variety of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works (e.g.,
use digital still or video cameras and image- or video-editing software; use available OSAPAC software; use 3D animation software to construct a virtual zoetrope or create a digital media art work; edit an existing sound file using MP3 sound-encoding software; use a digital recording device to store sounds for a soundscape based on an environmental theme)
Teacher prompts: “Does the virtual zoetrope provide insight into how you might create
an optical illusion in your media art work?” “How does the inclusion of a soundscape enhance viewers’ experience of your landscape photographs?”
A3.2 use appropriate technology, tools, and tech- niques to create and present media art works that are appropriate for specific audiences (e.g., use techniques from manga art in making an animation for Grade 9 students; create an installation within the school that uses a variety of techniques to convey the meaning of a holiday connected to their cultural heritage)
Teacher prompt: “What revisions would you make to your animation if the audience changed from Grade 9 boys to Grade 12 girls?”
A3.3 communicate a personal message or an opinion on an issue of personal concern by creating and presenting media art works using a variety of techniques, tools, and/or technolo- gies (e.g., an animated short to express their personal point of view on issues related to smoking; a series of ads for public spaces on reducing the size of our ecological footprint, using techniques similar to those of Adbusters)
Teacher prompts: “Which technologies do you find most useful in helping you communicate your personal ideas?” “Can you think of another technique that would enhance your ability to convey your opinion on this issue?”
A3. UsingTechnologies,Tools,and Techniques
CREATING AND PRESENTING
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Media Arts
ASM3O