Page 187 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

family and/or community photos and video clips to convey aspects of life in northern Ontario in
a film about a particular First Nation community; determine whether the captions in a multimedia text about work opportunities for Métis youth provide all the necessary information)
Sample questions: “Would including First Nations, Métis, and Inuit individuals in their recruitment commercials be an effective way for banks to attract more diverse job applicants? Why, or why not? What might the banks need to consider in making such commercials?”
Audience Responses
E1.4 identify and explain different audience responses to selected media texts (e.g., suggest reasons why a musician might perform different versions of a particular song for different audiences; identify various possible responses to celebrity endorsements of animal protection laws relating to species in the Canadian North)
Sample question: “Why might you, people in your community, or members of an Indigenous community respond differently to a song about an environmental issue?”
Critical Literacy
E1.5 identify the perspectives and/or biases evident in both simple and complex media texts from First Nations, Métis, and Inuit cultures, and, as appropriate, relevant media texts from non-Indigenous sources, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., identify the perspective of a movie poster advertising a film about First Nations, Métis, and Inuit youth; identify some typical aspects of portrayals of First Nations, Métis, and Inuit individuals in product advertising and describe the impression created by these depictions)
Sample questions: “How realistic do you find the portrayal of First Nations, Métis, and Inuit youth on this poster? What reasons can you give for your opinion?” “Why do you think these museum brochures depict First Nations, Métis, and Inuit individuals in traditional clothing? What do you think is the intended and/or unintended effect on potential museum patrons?”
Production Perspectives
E1.6 describe several different production, marketing, and distribution factors that influence the First Nations, Métis, and Inuit media industry (e.g., describe some factors that promote or restrict the participation of First Nations, Métis, and Inuit producers/directors in the Canadian film industry; identify various social media outlets that promote the First Nations, Métis, and Inuit film industry)
Sample questions: “Where can youth find information on emerging First Nations, Métis, and Inuit film and video producers? Are these mainstream outlets, or outlets that target Indigenous audiences? Do you find them effective as a source of information? Why, or why not?”
E2. Understanding Media Forms, Conventions, and Techniques
By the end of this course, students will:
Form
E2.1 identify general characteristics of several different media forms and explain how they shape content and create meaning in the context of First Nations, Métis, and Inuit cultures (e.g., regional First Nations, Métis, and Inuit newspapers include photographs of local individuals and events in their coverage to encourage a sense of community; radio dramas use sound effects to create mental pictures for listeners; music videos use editing techniques to present visual interpretations of songs by contemporary First Nations, Métis, and Inuit musicians)
Sample questions: “What media form do you think best supports the need of a local First Nation organization to communicate about local events? What elements of the form make it conducive to this purpose?”
Conventions and Techniques
E2.2 identify several different conventions and/or techniques used in familiar media forms and explain how they convey meaning and influence their audience in the context of First Nations, Métis, and Inuit cultures (e.g., the inclusion of shots of the audience at videoed outdoor Indigenous gatherings encourages viewers to share the enjoy- ment; the use of cultural symbols and/or images
on First Nations, Métis, and Inuit community organization websites emphasizes the cultural identities of the communities; framing, camera angle, lighting, and editing are techniques used in film-making to convey meaning and create mood)
Sample questions: “What conventions of
script writing can support the expression of Indigenous spiritual themes? What techniques has the playwright used to convey the connec- tions between the main character and ancestral spirit beings?” “What effect did the alternating use of close-ups and wide shots have in this movie about life in an Arctic community?”
MEDIA STUDIES
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
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