Page 16 - The Ontario Curriculum, Grades 11 and 12: The Arts, 2010

Each course in the arts is organized
into three strands, numbered A,
B,
and C.
A numbered subheading introduces each overall expectation. The same heading is used to identify the group of specific expectations that relates to the particular overall expectation (e.g., “A1. The Creative Process” relates to overall expectation A1 for strand A).
The overall expectations describe in general terms the knowledge and skills students are expected to demonstrate by the end of each course. Three or four overall expectations are provided for each strand in every course. The numbering of overall expectations indicates the strand to which they belong (e.g., A1 through A3 are the overall expectations for strand A).
A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively;
A2. The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts);
A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
The specific expectations describe the expected knowledge and skills in greater detail. The expec- tation number identifies the strand to which the expectation belongs and the overall expectation to which it relates (e.g., A1.1, A1.2, A1.3, and so on, relate to the first overall expectation in strand A). THE ONTARIO CURRICULUM, GRADES 11 AND 12 | The Arts
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By the end of this course, students will:
SPECIFIC EXPECTATIONS
A1. The Creative Process
By the end of this course, students will:
A1.1 use a variety of strategies (e.g., brainstorming, concept webs, mind maps, group discussions, research using sources such as case studies) to investigate creative challenges and generate innovative ideas, individually and/or collabo- ratively, for addressing them (e.g., the challenge of creating a video art work on cyberbullying)
Teacher prompt: “Do any of your personal experiences or those of your group members relate to the topic of the challenge? Where would you find more information on the topic? How can these experiences and this informa- tion help you generate ideas?”
A1.2 develop plans, individually and/or collabo- ratively, that address a variety of creative challenges (e.g., reflect on and filter their ideas
to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes, scripts, choreographic notes, and/or blocking notes to help develop their plans), and assess and revise their plans on the basis of feedback and reflection
Teacher prompts: “What criteria might you use when filtering ideas?” “What challenges does your plan present? Would revising an aspect of the plan help you overcome those challenges?”
A1.3 produce and refine media art works, using research, exploration, input, and reflection (e.g., research audio/visual codes and alternative
media; explore new media tools, practise a range
The examples help to clarify the requirement specified in the expectation and to suggest its intended depth and level of complexity. The examples are illustrations only, not requirements. They appear in parentheses and are
set in italics.
of techniques, and reflect on which tools and tech- niques would be appropriate for their art work; reflect on feedback from their teacher, peers, and others, and modify their preliminary work as appropriate on the basis of this feedback)
Teacher prompts: “What other media artists have used this technique? How can exploring techniques used by other media artists help you expand the range of techniques you use in your work?” “How do you decide when to integrate the input of others into your work? In what ways did feedback affect your final product?”
A1.4 exhibit or perform media art works, individ- ually and/or collaboratively, using methods that are highly appropriate for the work (e.g., present a performance art work with sound effects or music that enhances their message; post their digital work on the Internet; play the class a DVD of their animation; present their work in an actual
or virtual gallery)
Teacher prompt: “Is your mode of presentation appropriate for your art work? Is there any aspect of your work that is not well served by the method of presentation? How might you modify your presentation plans to address this problem?”
A1.5 use an appropriate tracking tool (e.g., a sketchbook, a journal, storyboards, a checklist, production notes, a“making-of”video) to produce a detailed record of their application of the cre- ative process, and use this record to determine, through reflection, how effectively they applied this process
Teacher prompts illustrate the kinds of questions teachers might pose in relation to the requirement specified in the expectation. They are illustrations only, not requirements. Teacher prompts follow the specific expectation and examples.
A. CREATING AND PRESENTING OVERALL EXPECTATIONS
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