Page 153 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Teacher prompts: “What makes an effective commerical media art work?” “What artistic and technical concepts should the commercial artist be mindful of when creating a presentation for a particular client or audience?” “Why is it important to encourage clients to be specific when communicating their response to a work?”
B2. IdentityandValues
By the end of this course, students will:
B2.1 analyse the function of the artist’s identity in a media art work used in commercial applica- tions (e.g., how the identity of an artist is affected when his or her work is recontextualized for the purpose of selling a product)
B2.2 analyse how media art works express cultural identity (e.g., tourism advertisements; documentaries such as The Invisible Nation; Speak It! From the Heart of Black Nova Scotia; Crossroads)
B2.3 analyse how media art works influence community or societal values (e.g., advertise- ments for advocacy groups; music videos; docu- mentaries such as Carts of Darkness, I’ll Find a Way, Wapos Bay, An Inconvenient Truth, Bowling for Columbine)
B2.4 analyse how creating and presenting media art works has affected their personal values and their understanding of the values of their culture and community, with particular refer- ence to the values of corporate and commercial enterprises (e.g., how creating a multimedia advertisement for a corporate client and reflecting on the client’s response to that advertisement contributed to their understanding of the values
of the corporation)
B2.5 explain how the process of critically analysing media art works (e.g., television advertisements from countries outside North America) has affected their perception and understanding of different communities, cultures, ideologies, and/or social groups
B3. Connections Beyond the Classroom
By the end of this course, students will:
B3.1 identify and describe, on the basis of research, areas for continued study in media arts and related fields (e.g., the requirements for and course content of postsecondary programs in media arts and the contributing arts; learning opportunities in the workplace), and create and maintain a portfolio that could be used to apply to programs or for jobs in these fields
Teacher prompt: “What sorts of jobs or work- places provide continuing learning opportuni- ties related to media arts?”
B3.2 identify their personal skills and interests as they relate to jobs associated with media arts (e.g., conduct an inventory of their skills and interests as they relate to jobs such as producer, web designer, media critic, video game designer, interactive television producer, on-line journalist, DJ; perform a gap analysis to determine the skills they need to acquire or improve on in order to achieve their employment goals), and describe the educational requirements for those jobs
B3.3 explain how media arts skills and processes can facilitate tasks in the workplace (e.g., explain how the critical analysis process could be applied to assess the artistic merits of an advertis- ing campaign, how presentation skills develop during the creative process could be applied in
a business presentation, or how collaborative skills could be used in working with other people; compare media arts skills to the skills listed in the Ontario Skills Passport)
B3.4 explain how media arts skills and under- standings (e.g., the ability to meet deadlines, to communicate with team members, to analyse media; research skills; understanding of issues related to gender, race, sexuality, and cultural differences) can be applied in everyday life
REFLECTING, RESPONDING, AND ANALYSING
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Media Arts
ASM4E