Page 161 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 11, Open
2. Careers in Media Production
3. Metacognition
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
Teacher prompt: “If you were to write a jingle for a radio commercial or podcast aimed at attracting Grade 8 students to your school, what kinds of lyrics and music would you use?”
Production Process
1.5 employ planning strategies for pre-production, production, and post-production (e.g., create a storyboard when a planning a video; create a detailed plan for a multimedia campaign that includes television or radio commercials, print advertisements, and product tie-ins; create a chronology of events in outline form to plan a script; use free association to brainstorm visual images to be used in a collage)
Teacher prompt: “What steps would be involved in planning, recording, and marketing a CD or digital compilation of your favourite songs?”
Credits and Permissions
1.6 research and obtain the necessary credits and permissions for the media texts they create, and explain the importance of doing so (e.g., list the guidelines that exist for citing material from newspapers or magazines posted on the Internet; research the guidelines for using an artist’s music in a film, video, or television program)
Teacher prompts: “When is it necessary to obtain permissions for material that you use in a media text you create?” “How did you deal with the issue of credits and permis- sions when you made your video?”
By the end of this course, students will:
Definition of Roles
2.1 identify and distinguish between the various positions involved in the production of a vari- ety of media texts (e.g., use the Internet to research the specific roles involved in the pro- duction of a magazine; using the“behind the scenes” features on a DVD, explore the ways in which a television director interacts with writers, actors, and sound, camera, and lighting crews during the production process)
Teacher prompts: “How does the role of a film
director differ from that of a film producer?” “How does the job of a copy editor compare to that of a news reporter?”
Career Opportunities
2.2 research careers in the media and in related industries (e.g., write a report on the career opportunities in the media for an editor, producer, cinematographer, carpenter, film lab technician, entertainment lawyer, actor, accountant, caterer, web designer, reporter, or photographer; inter- view an employee of a local media business, such as a television studio or advertising agency, and create a presentation or write an article about the interview)
Teacher prompt: “What employment opportunities in the media emphasize oral communication?”
By the end of this course, students will:
Media Consumer
3.1 reflect on how their behaviours as consumers of media have changed in response to their study of media (e.g., maintain a journal to reflect upon, record, and explain personal media use and preferences over the course of the term; give a short speech that compares their current and previous understandings of bias in media texts and the effects that their new level of under- standing has had on their media consumption)
Teacher prompt: “How has studying a variety of media texts affected your perceptions of the role you play in creating meaning from texts?”
Media Analyst
3.2 reflect on the strategies they used to evaluate media representations (e.g., reflect on why it is important to discuss their opinions with others when examining a variety of perspectives on media representations; identify key questions that were effective for analysing media representations; reflect on how they evaluate a film by using comparisons; identify the criteria they use to determine whether to keep watching a television series; explain how interviewing store managers and clients helped them evaluate window displays)
Teacher prompts: “When looking at an adver- tisement, what strategies do you use to evaluate the representations of gender?” “How do you evaluate point of view in a media text? Which strategies are the most effective?” “In the photograph of a conflict, who is in a position of power? Who is excluded from the photograph? From whose perspective is the photograph taken?” “How would you decide which images to use if you were designing a poster for a school dance?”
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