Page 144 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Grade 12, University/College Preparation
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works;
B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values;
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in media arts and how they can be used outside the media arts classroom.
B1. The Critical Analysis Process
B. REFLECTING, RESPONDING, AND ANALYSING
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:
B1.1 interpret and assess the media art works of their peers, organize and communicate their findings in appropriate ways (e.g., use a graphic organizer, an electronic feedback form, or a ques- tionnaire to record their initial response to the work, their analysis of the work’s technical and aesthetic components, their interpretation of its message, and their assessment of the work’s effectiveness), and reflect on how their feed- back could be applied to their own media
art works
Teacher prompt: “What is a useful way of recording your response to the art works created by your peers? What are some constructive ways of communicating your assessment to your peers? How can the processes of organizing and communicating your assessment help
you in your own use of the creative process?”
B1.2 use the critical analysis process to deconstruct, analyse, and evaluate different types of media art works (e.g., interactive installations, animations, music videos, performance art, websites, digitally manipulated photographs, documentaries) by contemporary media artists (e.g., determine
their initial reaction to an art work; identify the individual elements and principles of the work and analyse how the artist has combined them
for a particular purpose; reflect on the work’s technical and aesthetic features to determine its effectiveness in communicating a message, emotion, or concern and to assess its impact; analyse how Mona Hatoum uses projected video to communi- cate a sense of self in Corps étranger; assess the effectiveness of Don Kelly’s A Fish Out of Water in providing insight into contemporary Aboriginal identities)
Teacher prompts: “How does the artist’s selection of media and techniques contribute to the effectiveness of the art work? In what ways has your analysis of this media art work affected your opinion of the artist or his or her art work?” “Why might the aesthetic choices of an artist have different effects on different people?”
B1.3 analyse how their interpretation and evalua- tion of a media art work evolved through each stage of the critical analysis process, and com- municate their findings in a creative way (e.g., in a presentation, a video journal, an annotated sketchbook, a blog, a digital recording)
Teacher prompts: “How and why does increased understanding of an artist’s intent affect your opinion or appreciation of an art work?” “What observations might you include in a one-minute short that communicates your new learning and understandings about an art work studied in class?”
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