Page 91 - The Ontario Curriculum, Grades 9 and 10: The Arts, 2010

OVERVIEW
Media arts at the Grade 10 level focuses on the development of students’ creativity, artistic and technical skills, and theoretical knowledge. Students produce media art works that communicate ideas, feelings, and beliefs to specific audiences. This course also provides students with the opportunity to reflect on the social, cultural, and historical contexts of media art, which enhances their understanding of the world in which they live.
Media arts incorporates materials, practices, tools, and skills from a variety of arts disciplines including dance, drama, music, and visual arts. Its elements are also drawn from contributing arts: for example, line, colour, and texture from visual arts; space, time, and energy from dance; rhythm (duration), harmony (pitch), and dynamics from music; and character, place, and tension from dramatic arts. The technologies and processes used and adapted to create media art may be traditional, including, but not limited to, photography, film, photocopy art, analog and electro-acoustic sound, classical animation, and video/television. The technologies and processes may also be digital: computer software, digital imaging and graphics, digital sound recording and sonic sculpture, two- and three-dimensional animation, multimedia production, holography, and web page design.
Four organizing principles guide the creation of media art works: hybridization, interac- tivity, duration, and point of view. Hybridization involves innovative ways of combining art disciplines to create what can be called “hybrid” forms of art. Duration explores the nature of time and how its perception can be manipulated and presented. Interactivity involves viewer participation and includes artforms such as interactive installations, performance art, gaming environments, and web-based art. Point of view can be expressed both conceptually – revealing, for example, the artist’s political perspective – and physically through perspective.
The expectations for the course in media arts are organized into three distinct but related strands:
1. Creating and Presenting: Students use the creative process (see pages 14–16) independ- ently and collaboratively to produce and present media art works that incorporate the principles of media arts and the elements of the contributing arts. Students explore traditional and emerging technologies, tools, and techniques to create works for a variety of audiences.
2. Reflecting, Responding, and Analysing: In this strand, students use the critical analysis process (see pages 16–20) to develop their understanding of and appreciation for media art works. Students examine the interrelationships between media art works and individual and cultural identities and values, generating a deeper understanding of themselves and the communities in which they live.
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MEDIA ARTS