Page 145 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

B1.4 use the appropriate components of the critical analysis process throughout the creative process to assess the effectiveness of their decisions, to determine their next steps, and
to analyse audience responses to their media art work (e.g., analyse their approach to and deci- sions about planning, producing, and presenting their art work; incorporate into their creative practices knowledge and skills gained by critically analysing the art work of others), and create a record (e.g., a blog, a journal, a video documentary) of how the critical analysis process has affected their creative decisions
Teacher prompt: “What insights did you gain by reflecting on the physical or virtual space and the mode of presentation for your art work? What did you learn from analysing the audience’s response to your work?”
B2. IdentityandValues
By the end of this course, students will:
B2.1 analyse, on the basis of investigation, how media art works can express the evolution of artists’ personal identities over time (e.g., inves- tigate the Untitled Film Stills series of Cindy Sherman for insights they provide into her identity, and compare them to her later works)
Teacher prompt: “What can a media art work reveal about the artist’s identify? How and why might media artists create an identity through their work that may not represent who they really are?”
B2.2 analyse, on the basis of investigation, the ability of media art works to express and pro- mote cultural identities (e.g., a media art work on the spirit or resilience of an Aboriginal culture), and analyse how obstacles can limit that ability (e.g., how galleries or the Internet might limit the representation of different cultures; how appropri- ation of ideas can affect the expression of identity)
Teacher prompts: “What effect does ‘cyber- imperialism’ or ‘cyber-colonialism’ have on the types of media arts represented on the Internet?” “What are some of the ways in which Aboriginal media artists have por- trayed their cultures? In what ways are these portrayals different from outsiders’ portrayals of these cultures? What accounts for these differences?”
B2.3 analyse, on the basis of investigation, how media art works can serve as a catalyst for changing community or societal values (e.g., the use of filmmaker Leni Riefenstahl by the prop- aganda arm of the Nazi government in Germany
in the 1930s; the advocacy role of documentaries such as Not a Love Story or If You Love This Planet)
Teacher prompt: “What methods do documen- tary filmmakers or photographers use to increase public awareness of their subjects and affect people’s beliefs and behaviour? Which methods do you think are most effective? Why?”
B2.4 assess, on the basis of reflection, and com- municate (e.g., in a formal artist’s statement) the impact that creating and presenting media art works has had on the evolution of their per- sonal values and their understanding of their culture and community
Teacher prompt: “In what ways have you developed as a media artist? What impact has this growth had on your own values? On your awareness of the values of your culture?”
B2.5 analyse how the process of critically analysing media art works has affected their perception and understanding of different communities, cultures, ideologies, and/or social groups, and assess the impact of these percep- tions and understandings on their own media art work (e.g., reflect on how their increased under- standing of others’ points of view has affected the content or approach of their own art works)
B3. Connections Beyond the Classroom
By the end of this course, students will:
B3.1 analyse, on the basis of investigation, the requirements for postsecondary studies that are related to media arts and that suit their per- sonal skills, and create and maintain a personal portfolio that could be used when applying to programs in these areas (e.g., assemble a digital portfolio that highlights their skills that would
be relevant to a postsecondary program and that contains appropriate samples of their media art works; complete a self-assessment of their skills and competencies in one or more of the following areas: technical skills [in image manipulation, digital video editing, sound editing, multimedia authoring], management skills, innovation skills, interpersonal skills related to leadership and collaboration)
B3.2 analyse and assess their personal skills and interests in relation to careers connected with design, production, distribution, or management processes in media art (e.g., strong technological skills and interest in evolving technologies and media, incisive analytical skills, the ability to respond in a timely fashion to fast-changing
REFLECTING, RESPONDING, AND ANALYSING
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Media Arts
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