Page 142 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, University/College Preparation
A2. The Principles of Media Arts
A3. UsingTechnologies,Tools,and Techniques
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
to the design of their installation; a video of the development of a performance art piece), and use this record to determine, through reflection, how effectively they applied the creative process
Teacher prompts: “What sort of tool would be most effective for tracking the progress of your installation? Why?” “How has reviewing the creative process enriched your experience of producing this art work? What impact do you think this process might have on works you create in the future?”
By the end of this course, students will:
A2.1 investigate and analyse how media artists use the principle of hybridization, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from con- tributing arts (e.g., use video, performance art, and audio and the principles of hybridization and interactivity to create a multidimensional installa- tion in the style of artists such as Tony Oursler or Angela Bulloch)
Teacher prompt: “In the hybrid media art works you have analysed, what other principles did the artists use? How does the combination of principles affect the impact of the work? How could you use similar principles to enrich and extend the impact of your media art work?”
A2.2 investigate and analyse how media artists use the principle of interactivity, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., develop a multimedia arts“intervention”that uses the principles of interactivity and point of view in the style of artists such as Yoko Ono or Margot Lovejoy)
Teacher prompt: “How has the artist used the principles of interactivity and point of view to organize the different elements in her media art work? Do you think she was successful? How might you adapt this approach for your own art work?”
A2.3 investigate and analyse how media artists
use the principle of duration, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., using the work of Ron Haselden as inspiration, apply the principles of duration and point of view
to create a multimedia, site-specific group perform- ance piece that is to be presented in a particular area of the school or the school grounds and that challenges or changes the space’s purpose or meaning; explore Juan Geuer’s Hellot Glasses as a possible source of inspiration for a media art work that combines the principles of duration and interactivity)
Teacher prompt: “Compare atemporal still images from your video with the time-based imagery. What impact does the combination of the principles of duration and point of view have on the viewer?”
A2.4 investigate and analyse how media artists use the principle of point of view, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., analyse a work such as Bruce Nauman’s World Peace, which displays many perspectives in multiple screen projections and uses hybridization and interactivity; produce, with other class members, a series of video or animation shorts that depict the same event or concept from different point of view and that integrate the principle of duration)
Teacher prompt: “How can the principle of interactivity be used to change the point of view of a media art work? How can combining these principles transform the way an art work is explored, experienced, and/or interpreted?”
By the end of this course, students will:
A3.1 explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques, and use them to produce highly effective media art works (e.g., extend skills by exploring complex tasks involving digital imaging, digital video, digital audio, multimedia, installations, and performance art; develop complex layers in digital imaging; use key frames and tweening in video editing or animation; design and block a per- formance in real space and time as well as virtual space and time; create web-based art, using soft- ware from the OSAPAC database where possible)
Teacher prompts: “Have you used this technol- ogy to produce other media art works? How might you extend your technological capabilities in this particular work?” “In what ways have your heightened skills contributed to your ability to choose and work with the most appropriate media for the task?”
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