Page 147 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

C. FOUNDATIONS OVERALL EXPECTATIONS
By the end of this course, students will:
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts;
C2. Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts;
C3. Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.
SPECIFIC EXPECTATIONS
C1. Terminology
By the end of this course, students will:
C1.1 explain the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related
to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works (e.g., create a media presentation to explain a range of genres, stereo- types, symbols, styles, icons, structures, and recipes used in media arts; use proper terminology when describing the conventions used in The Paradise Institute by Janet Cardiff and George Bures Miller)
C1.2 analyse, on the basis of research, how elements from contributing arts are applied through the principles of media arts (e.g., how line from visual arts and space from dance can be applied using the principle of point of view; how the principle of hybridization can be used to inte- grate timbre from music and tension from drama), and communicate their findings
C1.3 explain in detail terminology associated with the application of technologies, tools, and techniques in the production and presentation of media art works (e.g., produce an instructional manual that explains the terminology associated with the technologies, tools, and techniques they used to create a media art work), and use this terminology correctly and appropriately when creating, presenting, or analysing media art works
C2. Contexts and Influences
By the end of this course, students will:
C2.1 analyse in detail the connections between a contemporary media art work and related historical art works (e.g., compare and contrast the use of text in media art works with its use
in European or Arab illuminated manuscripts, Chinese or Japanese paintings that include kanji calligraphy, Egyptian tomb paintings that inte- grate hieroglyphics, or Aboriginal rock paintings that include pictographs; analyse how media artists use dynamic text or otherwise integrate the written word into their works; compare contempo- rary First Nation, Métis, and/or Inuit portrait photography, such as that in the Aboriginal youth magazine SAY, with the historical photographs
of Edward Curtis)
C2.2 investigate and explain in detail the history and development of a range of media arts technologies (e.g., the development of interactive media from early mechanical games such as pin- ball, through early digital games such as Pong, up to more recent interactive web pages and gaming media)
Teacher prompt: “In what ways have gaming media changed over the past three decades? Describe the ways in which online role playing in gaming has affected actual communities and social/personal interactions.”
C2.3 analyse, with reference to specific artists and their works (e.g., Rob Thompson’s work in which he cages people), the types of roles played by media artists in various societies,
FOUNDATIONS
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Media Arts
ASM4M