Page 141 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

A. CREATING AND PRESENTING OVERALL EXPECTATIONS
By the end of this course, students will:
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 the 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.
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 use a variety of strategies (e.g., brainstorming, concept webs, mind maps, advisory/production team discussions, research using a variety of sources) to investigate increasingly complex creative challenges and to generate and organize innovative ideas, individually and/or collabo- ratively, for addressing these challenges (e.g., the challenge of developing a virtual gallery)
Teacher prompts: “What mix of individuals or teams might you bring together to generate a wider range of ideas?” “How did discussions between the advisory and production teams help to generate diverse ideas for addressing the creative challenge?”
A1.2 develop detailed plans, individually and/or collaboratively, that address a variety of creative challenges, including increasingly complex challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes, scripts, choreographic notes, and/or blocking notes to help develop their plans; with a partner, plan a media work using alter egos or, in the digital world, avatars), and assess and refine their plans on the basis of feedback and reflection
Teacher prompt: “Does your plan cover all aspects of the design, production, and presen- tation of your art work? Have you reflected on problems that arose when producing earlier works to help you refine your current plan?”
A1.3 produce and refine media art works, includ- ing increasingly complex art works, using research, exploration, input, and reflection (e.g., research audio/visual codes and alternative media; extend their skills by experimenting with new tools and practising unfamiliar techniques; reflect on feedback from their teacher, peers, and others, and modify their preliminary work as appropriate on the basis of this feedback)
Teacher prompts: “What sources might you explore to discover new techniques or innova- tive approaches that might be adapted for your own work?” “In what ways has your research and experimentation informed the initial devel- opment and final outcome of your art work?”
A1.4 exhibit or perform media art works, includ- ing increasingly complex works, independently and/or collaboratively, using the most appro- priate methods for the work (e.g., present a performance-based installation with a soundscape in a space with effective lighting, sightlines, and acoustics; exhibit their digital works in a virtual gallery; present their animation at a school-wide film festival)
Teacher prompt: “What mode of presentation is most appropriate for your art work? Why? How would changing the mode enhance or detract from your work?”
A1.5 create a detailed record of their use of the creative process in the production and presen- tation of a media art work, using a tracking tool compatible with the medium/media used in that work (e.g., a sketchbook showing modifications
CREATING AND PRESENTING
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Media Arts
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