Page 188 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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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 poster inviting all students to a forum on issues of importance to First Nations, Métis, and Inuit youth in the school), and identify specific challenges they may face in achieving their purpose (e.g., determining how to represent diverse groups of people on a single poster while keeping the message clear; finding appropriate locations
to post their invitation to the student forum)
Sample questions: “As you work on your poster, why might it be important to identify the locations where students usually seek information about school events? Who could you speak to about additional places to post an invitation to all students?”
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 an appropriate choice (e.g., explain why a welcome sign containing greetings in diverse Indigenous languages might be an effective way to promote student awareness of the diversity of First Nations, Métis, and Inuit cultures)
Sample questions: “Why might a First Nations, Métis, and Inuit event page on the school website be an effective way to build awareness about resources and supports for all students and their families in the school community?” “How might you promote an exhibition showcasing local First Nation art forms and artists? What media form would you choose?”
Conventions and Techniques
E3.3 identify several different conventions and/or techniques appropriate to a media form they plan to use, and explain how these will help communicate meaning (e.g., combining cultural motifs with an image of the urban landscape on a poster promoting a compilation of Métis music will emphasize the traditional roots and contemporary relevance of the songs; using music and typographic effects conventionally associated with horror films in a film trailer will heighten the audience’s expectation of frightening scenes)
Sample questions: “What features of the film- making software could you use to provoke
a sense of horror or fear in your film trailer? What type of sound bites might you use? How might you use typography to capture the mood?”
Producing Media Texts
E3.4 produce media texts on subject matter related to First Nations, Métis, and Inuit cultures, for several different purposes and audiences, using appropriate forms, conventions, and techniques (e.g., a webinar on First Nations, Métis, and Inuit diversity to explain the many nations represented by the student body; a public service announcement about on-reserve health and safety; packaging
for a fashion line of T-shirts showcasing cultural symbols)
Sample questions: “What type of media display could you create to commemorate an important event in the local First Nation community? What elements would you include in your display to communicate the significance of the event?”
E4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
E4.1 describe several different 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 several specific steps they can take to improve as media interpreters and producers (e.g., explain how identifying implicit messages in media texts helps them detect media manipulation in everyday situations; describe how creating several different mock-ups of a poster, rather than focusing their initial efforts on a single design, can develop their ability to communicate a specific message effectively; plan to use feedback to clarify the message of their media text and to enhance its appeal to their audience)
Sample questions: “What strategies did you use to detect contemporary First Nations, Métis, and/or Inuit voices in the news program? Would you use the same strategies again? Why, or why not?”
Interconnected Skills
E4.2 identify several different skills they have in listening, speaking, reading, and writing, and explain how these skills help them interpret and create media texts on subject matter related to First Nations, Métis, and Inuit cultures (e.g., explain how listening attentively to First Nations, Métis, and Inuit media producers being interviewed about their work can help them create online reviews of films and documentaries by those producers)
Sample question: “How does interviewing a member of an urban Indigenous community on a particular topic help you focus your ideas for a media production on the same issue?”