Page 167 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

to attend; having interview subjects address the camera directly creates a sense of immediacy in
a public awareness campaign about a community health or safety issue)
Sample question: “How might having those personally affected by a community health or safety issue address the camera directly influence viewers of a televised public service campaign?”
E3. Creating Media Texts
By the end of this course, students will:
Purpose and Audience
E3.1 describe the topic, purpose, and audience
for media texts they plan to create on subject matter related to First Nations, Métis, and Inuit cultures (e.g., a blog for their peers explaining insights they gained in a class about First Nations, Métis, and Inuit communities in Canada and commenting on why they were unfamiliar with the information and ideas prior to the lesson), and identify some significant challenges they may face in achieving their purpose (e.g., summarizing information concisely and clearly for an audience that is unfamiliar with the topic, finding appropriate channels to promote their blog to its target audience, presenting historical events for which no photographs or video clips exist)
Sample questions: “Who do you want to address in your blog on First Nations, Métis, and Inuit histories? What insights might your intended audience find most interesting? Is there a specific view you wish to promote, or should you present a variety of perspectives?” “What challenges
do you face in presenting information about historical events that occurred before the widespread use of photography and sound recording?”
Form
E3.2 select a media form to suit the topic, purpose, and audience for a media text they plan to create on subject matter related to First Nations, Métis, and Inuit cultures, and explain why it is a highly appropriate choice (e.g., explain why an online invitation to an upcoming Indigenous speaker series is an effective way to raise the cultural awareness of their peers; explain which elements of a multi- media text make it an effective form to promote the work of Inuit artists)
Sample question: “Why might an online calendar highlighting the dates of community events be an appropriate way to promote local heritage?”
Conventions and Techniques
E3.3 identify a variety of conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate specific aspects of their intended meaning (e.g., embedding a video clip with a call to action in a presentation about the environment will help audience members make a personal connection to the material by conveying a sense of urgency; adding cultural music to a photo pres- entation about a Métis settlement will emphasize the rich musical heritage of the community)
Sample questions: “What techniques might you use to make your blog about traditional Indigenous cuisine appealing? What key information might a virtual menu include,
for example? How might you use this technique to encourage your audience to read the entire blog?”
Producing Media Texts
E3.4 produce media texts on subject matter related to First Nations, Métis, and Inuit cultures, for
a variety of purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a multimedia presentation on current North American clothing trends inspired by First Nations, Métis, and Inuit cultures, using a voiceover to discuss the line between appreciation and appropriation; an infographic on the changing use of sports mascots that employ First Nations imagery; a video demon- strating how to prepare traditional Métis dishes;
a photo essay depicting human connections to the natural environment)
Sample question: “What type of media text would you create to voice your opinion directly to politicians on an issue of importance to First Nations, Métis, and Inuit individuals?”
E4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
E4.1 describe a variety of strategies they used in interpreting and creating media texts on subject matter related to First Nations, Métis, and Inuit cultures, explain which ones they found most helpful, and identify appropriate steps they
can take to improve as media interpreters and producers (e.g., describe the strategies they used
to present a viewpoint persuasively in a media text, identify which were the most effective, and plan to use them in future projects; plan to view a media text multiple times to develop a deeper understanding of its structure and meaning)
MEDIA STUDIES
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C