Course Profile   Media Arts, Grade 10, Open, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams – Media Arts

 

Course Profile Writing Team

Nancy Bell, Regiopolis-Notre Dame Catholic High School, Kingston

Terry Carter, Mother Teresa Catholic Secondary School, Nepean

John Esford, Holy Cross Catholic Secondary School, Kingston

Graham Stuart, St. Paul Catholic Secondary School, Trenton

Mike Redfearn, St. David Catholic Secondary School, Waterloo

Nancy Valerio, Senator O’Connor College School, Toronto

 

 

Course Overview

Media Arts, Grade 10

Identifying Information

Course Title:  Media Arts

Grade:  Ten

Course Type:  Open

Ministry Course Code:  ASM2O

Credit Value:  One

Course Developers

Nancy Bell, Regiopolis-Notre Dame Catholic High School, Kingston

Terry Carter, Mother Teresa Catholic Secondary School, Nepean

John Esford, Holy Cross Catholic Secondary School, Kingston

Graham Stuart, St. Paul Catholic Secondary School, Trenton

Mike Redfearn, St. David Catholic Secondary School, Waterloo

Nancy Valerio, Senator O’Connor College School, Toronto

Description/Rationale

By combining traditional and contemporary art forms with new art forms and new and emergent technologies, this Media Arts course offers up a new discipline that is both engaging and challenging for the students involved. Varieties of media art are created with a focus on the solving of expressive and creative problems in the context of Gospel values. Art processes such as photography, film, photocopy art, analog and electro-acoustic sound, and video/television are integrated with contemporary technologies and processes such as digital imaging and graphics, computer software, two and three-dimensional animation, multimedia production, and web-page design. A focus on the creative process gives students the practical skills, appropriate motivation, and theoretical knowledge needed to communicate ideas, feelings, and beliefs through the media artwork they create. The course provides opportunities for reflecting and creating, as well as for interpreting and discussing the cultural, historical, moral, and social contexts of current and emerging media art processes. The skills acquired in this course give students a strong base for producing artwork more conceptual in nature in the future.

How This Course Supports the Ontario Catholic School Graduate Expectations

This Media Arts course presents students and teachers with a holistic approach to life as it integrates a variety of disciplines. This is not a media literacy or Visual Arts course but a new arts discipline. In this course, students strive to communicate their ideas effectively through the Media Arts processes which emphasize commitment, creative thinking, and problem solving. This course offers many opportunities for self-expression as students also discuss issues related to the impact of the Media Arts on society. A variety of media artworks are critically analysed from a Gospel perspective as students compare their values to those suggested by the form, content and context of the artwork studied and created. Topics related to self-identity, body image, family life, and the environment are raised and students are given opportunities for both analysis and celebration in light of the Catholic faith tradition.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Introduction to Media Arts and Image Manipulation

Through introductory viewing activities, this unit begins with a comparison of traditional art forms with contemporary media artworks. Students focus on the creative process as they come to understand how images can be manipulated through the use of traditional art tools (e.g., photocopy art, painting, printmaking, photography, drawing) and new and emergent technologies (e.g., digital imaging and graphics, software). The activities offer students a variety of opportunities to create their own artwork through image manipulation and each activity also presents students with the work of at least one media artist. Group discussions and individual responses focus on the effects of image manipulation on the viewer and serve as a springboard for discussion of moral issues related to the altering of images (e.g., body image, self-esteem) in light of Gospel values.

Ontario Catholic School Graduate Expectations:  CGE 2a, 2e, 3e, 4b, 5g, 6c.

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01, THV.02, CRV.02, CRV.03, CRV.04, CRV.05, ANV.01, ANV.02.

Specific Expectations:  TH1.01, TH1.02, TH1.03, TH2.01, TH3.03, TH3.04, CR1.01, CR1.03, CR2.01, CR2.02, CR2.05, CR3.01, CR4.01, CR4.02, AN1.01, AN1.03, AN2.03, AN3.01, AN3.02.

Unit 2:  Visual Meanings in Text

In this unit, students explore the visual world and observe the influence of Media Arts upon society. The application of visual symbols and typographic styles to media artworks is the focus of this unit. Students have the opportunity to develop skills which extend beyond traditional art forms. The design process is applied to the Media Arts environment as students develop skills for artistic expression. Students learn how to use a variety of software programs as well as traditional methods of text design and layout. Activities produced may be used in an electronic or traditional portfolio. The knowledge and skills obtained will serve to enhance other areas of study. Students analyse different forms of Media Arts and assess their appropriate use for communications to follow Gospel values. They have the opportunity to critique other student work which will encourage the respect for, and the ability to learn from, the thoughts and opinions of others.

Ontario Catholic School Graduate Expectations:  CGE 1d, 2c, 2e, 3b, 3c, 3d, 4f, 5a, 5e, 5g, 7e.

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01, THV.03, CRV.01, CRV.02, CRV.03, CRV.04, ANV.01, ANV.02, ANV.03.

Specific Expectations:  TH1.03, TH2.02, TH3.01, TH3.02, CR1.01, CR1.02, CR2.01, CR2.02, CR2.03, CR2.04, CR2.05, CR3.01, CR3.02, CR3.03, CR4.01, CR4.02, AN1.01, AN1.03, AN3.01.

Unit 3:  Sound Waves and Aural Sculpture

Students investigate the elements and principles of analog, electro-acoustic, and digital sound. The evolution and history of the recording process and synthesized sound are also explored. Students experience a variety of audio recordings and examine how sound is utilized by media artists. Students are given opportunities to communicate their ideas through the use of both traditional methods (including but not limited to microphones, mixers, tape recorders) and emergent tools (including but not limited to stand-alone and computer-based synthesizers, samplers, signal processors, and digital equipment) used by media artists.

Ontario Catholic School Graduate Expectations:  CGE 2c, 3c, 3e, 4a, 4b, 4f, 4g, 5a, 5e, 5g

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01, THV.02, THV.03, CRV.01, CRV.02, CRV.03, CRV.04 ANV.01, ANV.02, ANV.03, ANV.04.

Specific Expectations:  TH1.01, TH1.02, TH1.03, TH2.01, TH2.02, TH2.03, TH3.01, TH3.02, TH3.04, CR1.01, CR1.02, CR2.01, CR2.02, CR2.03, CR2.04, CR2.05, CR2.06, CR3.02, CR3.03, AN1.01, AN1.02, AN1.03, AN2.01, AN2.02, AN2.03, AN3.01, AN3.02, AN4.01, AN4.02, AN4.03.

Unit 4:  Video Art: Distorting Perceptions

The commercial film and television industry influences, shapes, and dulls our senses with conventional, traditional, and predictable images that portray mass media’s perceptions of normality, reality, and truth. In reaction, the Video Art unit intends to empower students with the skills, knowledge, and attitudes to shatter, transform, and liberate the mass media images they see each day. Pushing the creative threshold, students analyse, deconstruct, and create video artworks. Class, group, and individual exercises provide students with the opportunity to explore the medium of video within the context of a “cutting edge” art form. Students sharpen their creative problem-solving skills and imaginative self-expression abilities to communicate an inner truth in the interpretation of Gospel themes, people, ideas, emotions, and experiences. Unit content challenges students to study video production: art theory and history, camcorder (features, operation, lens, angle, motion, composition, filters, lighting, and special effects), soundtrack (music, narration, sound effects), editing (edit equipment features and operation, edit theory, montage, superimposition, pace, and motion), and exhibition (installation, performance, integration).

Ontario Catholic Graduate Expectations:  CGE 1d, 2b, 2c, 2d, 3c, 3f, 4f, 5a, 5e, 5g, 7e.

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01, THV.02, THV.03, CRV.01, CRV.02, CRV.03, CRV.04, ANV.01, ANV.02, ANV.03, ANV.04.

Specific Expectations:  TH1.01, TH1.03, TH2.01, TH3.01, TH3.02, CR1.01, CR2.01, CR2.02, CR2.03, CR2.04, CR2.05, CR3.02, CR3.03, AN1.01, AN1.03, AN2.02, AN3.01, AN3.02, AN4.01, AN4.02, AN4.03.

Unit 5:  Media Arts and the Fine Art of Social Consciousness

This unit encourages students to explore the world around them and to use personal experience as the content for their media artwork. Students incorporate an examination of social issues (e.g., poverty, gender issues) into their reflections in the media arts journal and into the creation of media artwork with a focus on performance art. The unit also offers students opportunities to explore the works and lives of a variety of media artists and to begin work on their own electronic portfolios. Issues are approached from a Gospel perspective, calling on students to begin to see themselves as agents of change in society.

Ontario Catholic Graduate Expectations:  CGE 1d, 2a, 2e, 3d, 5c, 7e, 7g.

Strand(s):  Theory, Creation, Analysis

Overall Expectations:  THV.01, THV.03, CRV.01, CRV.02, CRV.03, CRV.04, ANV.01, ANV.02, ANV.03, ANV.04.

Specific Expectations:  TH1.01, TH1.02, TH1.03, TH2.01, CR1.01, CR1.02, CR2.01, CR2.03, CR2.04, CR2.05, CR2.06, CR3.01, CR3.02, AN1.03, AN2.01, AN3.02, AN4.03.

Unit 6:  Multimedia Installation: A Critical Analysis of Mass Media

This final unit requires students to draw on the variety of media arts tools acquired throughout the course and integrate them in a hybrid media artwork and a multimedia installation piece. The subject matter for this final artwork will focus on criticism of the mass media; discussions and ‘viewing’ activities will direct students to reflect on the impact of the mass media on society. As inspiration for their own work, students are exposed to the artwork of media artists who use mass media conventions and criticism as the basis for their artistic expressions. The work of artist Barbara Kruger in particular is explored in this unit. Students are also involved in the creation of a rubric to be used in the evaluation of the final artwork, encouraging them to take ownership for their learning and to look closely at the skills and concepts learned throughout the course.

Ontario Catholic School Graduate Expectations:  CGE 1d, 2a, 2c, 2e, 3a, 3b, 3c, 3d, 3e, 4g, 5a, 5c, 5e, 5f, 5g.

Strand(s):  Creation, Theory, Analysis

Overall Expectations:  THV.01, THV.03, CRV.01, CRV.02, CRV.03, CRV.04, CRV.05, ANV.01, ANV.02, ANV.03.

Specific Expectations:  TH1.01, TH1.02, TH1.03, TH2.01, TH2.03, TH3.01, CR1.01, CR1.02, CR1.03, CR2.01, CR2.03, CR2.04, CR2.05, CR2.06, CR3.01, CR3.02, CR3.03, AN1.01, AN1.02, AN1.03, AN2.01, AN2.03, AN3.01, AN4.01.

Course Notes

The units in this Media Arts course take advantage of new and emergent technologies to produce media artworks. Although some suggestions for modifications are made within each unit, the teacher should make every possible effort to provide students with appropriate equipment to complete the activities and should also be knowledgeable in the use of these technologies. Resource lists provided with each unit assist teachers in enhancing their Media Arts programs. All resources should be previewed by teachers before sharing with students as some are for teacher reference only and may contain some material that is inappropriate for students at this level. As many of the units involve the use of existing images and sounds, consideration needs to be given to copyright laws. Resources should be consulted for available copyright-free resources. The media arts journal introduced in Unit 1 can be an effective tool for the entire course as students reflect on the issues presented and gather information in preparation for the creation of their own work. Guest artists are also recommended for most units as teachers are encouraged to access the expertise of artists and technicians in the community at large in order to keep the Media Arts courses current. Teachers and students need to be open to new ideas as they explore existing contemporary media artwork, using these works as inspiration for the work created throughout this course. As this course focusses on ‘experiencing’ rather than just viewing art, excursions to galleries of contemporary art would greatly benefit the students.

Teaching/Learning Strategies

·       teacher-led discussions

·       instruction of use of media arts tools

·       explanation and inclusion of the work of media artists

·       connecting student artwork to the work of media artists

·       class discussions

·       viewing and listening activities

·       critical analysis of student, peer, historical, and contemporary work

·       individual responses (oral and written)

·       group discussions

·       timelines (of artists, inventions, instruments, artworks)

·       independent research (development of information file and/or journal, exploration and research of media artists and artworks)

·       application (creation of media products for specific audiences)

·       presentations (oral, visual, dramatic, written, sound recordings, multimedia)

·       exploration, experimentation with a variety of materials and techniques

·       portfolio development (collection of student works reflecting skills, knowledge and understanding accumulated throughout the course)

·       brainstorming (group generation of initial ideas expressed without criticism or analysis)

·       conferencing/interviewing (student-to-student discussion and teacher-to-student conferencing to encourage confidence and motivation to success in all learners)

·       viewing artwork – present slides, photographs, or video to focus discussion on subject matter, content, use of elements and principles of media arts, cultural influences, and styles

·       use of the media arts journal for reflection, planning, and information gathering

Assessment and Evaluation

Personal Communication:

·       information file/journal/portfolio

·       self-/peer assessment

·       student-teacher conferences

·       ongoing verbal feedback

·       critiques

·       participation in group work

Teacher Observation:

·       formal/informal

Performance Assessment:

·       independent research (development of information file/journal, research on media artists and artworks)

·       assigned artwork

·       major artworks (culminating activities)

·       portfolio entries

·       presentations

Assessment Tools:

·       checklists

·       marking schemes

·       rubrics

·       anecdotal comments with suggestions for improvements

Final evaluations:

·       class critiques

·       reflections

·       presentations of artworks created

·       portfolio presentations and critiques (can be shared with school community, community at large, parents)

·       conferencing

Accommodations

·       Working with a partner and/or peer helper

·       Ongoing feedback

·       Use of computers and the Internet

·       Oral responses for viewing activities and testing (taped if necessary)

·       Additional time

·       Use of scribe/translator

·       Use of specialized tools and materials

·       Modifications of expectations as per IEP (Individual Education Plan)

·       Offering alternative assignments

·       Modifications of content related to each assignment

·       Direct instruction

·       Summary sheets of skills and concepts learned

·       Extensions suggested within each unit

Special Note

Teachers using the course profiles are expected to be acquainted with students’ Individual Education Plans (IEPs), and the unique learning characteristics of their individual students, and to make the necessary accommodations.

Resources

Books

Arnold, Grant, Kin Gagnon, Monica and Doreen Jensen. Topographies: Aspects of Recent B.C. Art. Vancouver: Vancouver Art Gallery, 1996. ISBN 1550545132

The Bible (NRSV)

Catechism of the Catholic Church. Doubleday Publishers, 1995. ISBN 0385479670

Clark, Michael T. Teach Yourself Paint Shop Pro 6 in 24 Hours. Indiana: Sams Publishing, 2000.
ISBN 0672317206

Cotton, Bob and Richard Oliver. The Cyberspace Lexicon: An Illustrated Dictionary of Terms. London: Phaidon Press Ltd., 1994. ISBN 0714832677

Davies, Hugh M., Ronald J. Onorato, and Anne Farrell. Blurring the Boundaries: Installation Art 1970-1996. ISBN 0934418446

Douglas, John and Glenn Harnden. The Art of Technique: An Aesthetic Approach to Film & Video Production. Allyn and Bacon Publishers, 1995. ISBN 0205142486

Honnef, Klaus. Contemporary Art. Germany: Benedikt Taschen, 1990. ISBN 3822800759

Hughes, Robert. The Shock of the New: Art and the Century of Change. London: Thames and Hudson,
1991. ISBN 0679728767

Kostelanetz, Richard. A Dictionary of the Avant-Gardes, 2nd Edition. New York: Schirmer Books, 2000.
ISBN 0028653793

Kruger, Barbara and Ann Goldstein. Barbara Kruger. Massachusetts: MIT Press. ISBN 0262112507

Lucie-Smith, Edward. ArToday. London: Phaidon Press Ltd., 1995. ISBN 0714838888

Monk, Phillip. Ian Carr-Harris 1971-1977. Toronto: Art Gallery of Ontario, 1988. ISBN 09197766X

Nyman, Michael. Experimental Music (Cage and Beyond). Schirmer Books, 1974. ISBN 0028712005

Reinke, Steve and Tom Taylor, eds. Lux: A Decade of Artists’ Film and Video. YYZ Books and Pleasure Dome. ISBN 0920397263

Riemschneider, Burkhard and Uta Grosenick, eds. Art at the Turn of the Millennium. Koln: Taschen Publishers, 1999. ISBN 3822873934

Weintraub, Linda. Art on the Edge and Over: Searching for Art’s Meaning in Contemporary Society, 1970’s-1990’s. Connecticut: Art Insights, Inc., 1996. ISBN 0965198812

Zeigler, Kathleen and Nick Greco. Virtual Media: A Step-by-Step Techniques Guide. Southampton: Hearst Books, International, 1999. ISBN 0823069834

Journals/Magazines

Afterimage: The Journal of Media Arts and Cultural Criticism.

Artforum.

Artnews.

Images: Annual Festival of Independent Film and Video. 416-971-8405

Lola (a Toronto art magazine – teacher reference only)
P.O. Box 265, Station C, Toronto, Ontario, M6J 3P4

Sculpture.

Web Sites

ArtForum – www.artforum.com        

Art Gallery of Ontario – www.ago.net

Art Gallery of York University – www.yorku.ca/admin/agyu

Art Metropole – www.artmetropole.org

Artnews – www.ARTnewsonline.com

Art Resources through Internet Surfing – http://www.loyno.edu/~artis/index.html

www.vsw.org

Canadian Artists on the Web – http://www.cdnartistsonweb.com/

Canadian Filmmakers Distribution Centre – www.cfmdc.org (catalogue)
www.interlog.com/~cfmdc (info)

Centre for Contemporary Canadian Art – http://www.ccca.ca

Guggenheim SoHo: Mediascape exhibit – http://artnetweb.com/guggenheim/mediascape/

International Sculpture Centre – www.sculpture.org

Media Arts Web Site – http://www.n3xt.com/

Mercer Union Gallery – www.interlog.com/~mercer

Message for the 34th World Communications Day –
http://www.vatican.va/holy_father/…4_world-communications-day_en.html

Museum of Modern Art: Video spaces – http://www.sva.edu/moma/video_spaces/videospaces.html

The National Gallery of Canada (Contemporary Art) – http://cybermuse.gallery.ca/ng/

The New School International Art Tour 1997 – http://www.diaInsa.edu/iat97/index.html

National Film Board of Canada – http://www.nfb.ca/

Ontario College of Art and Design – www.ocad.on.ca

Photomontage – http://www.photomontage.com/

The Power Plant Contemporary Art Gallery (Toronto) – www.thepowerplant.org

(**Note that as part of the Power Plant’s millennium initiative, they are creating a contemporary art study centre, a contemporary art Bookstore and an integrated, data-intensive web site. Currently, appointments can be made to view catalogues, slides, videos, etc. of artists whose work has been exhibited at this gallery committed to cutting edge, contemporary artwork. The gallery is located at 231 Queen’s Quay West, Toronto - Education Resources and Services (416) 973-4949)

Queen’s University Film Studies - http://www.film.queensu.ca/

Slate Art Guide Online – www.slateartguide.com

Ten Building Blocks of Catholic Social Teaching – http://www.americapress.org/articles/Byron.htm

Trinity Square Video – www.trinitysquarevideo.com

The Vatican Web site – www.vatican.va

www.vtape.org

Video

Andy Warhol: A Life at the Edge. A & E Biography, 1999.

Creative Process: Norman McLaren. Director: McWilliams, Donald. Toronto: National Film Board of Canada, 1990. Title Code: 106C 0190 079

Gilbert and George. The Fundamental Gilbert and George.

What’s This? Understanding Contemporary Art. Director: Mulligan, Chris. Toronto: National Film Board of Canada, 1996.

Software

Animator

CorelPresentation

Director

Dreamweaver

Fractal Painter

Front Page

FutureSplash

HyperStudio

Illustrator

Macromedia Flash

3D Studio MAX

Paint Shop Pro

Photopaint

Photoshop

Powerpoint

Premiere

Simply 3D

Suggested Basic Equipment

Computers with Internet access

Scanner(s)

Digital Camera(s)

Still Camera(s)

Video Camera(s)

Video Editing Equipment (analog and/or digital)

See sound unit for additional equipment needed for this particular unit.

OSS Policy Applications

The nature of the Media Arts course allows for the integration of OSS Policies as prescribed by Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. The course provides many opportunities for classroom visits by guest artists and technicians from the wider community who can share their expertise with students and provide information regarding future careers. Teachers should also be familiar with Ontario Secondary Schools, Grades 9-12: Program and Diploma Requirements, 1999 and with student Individual Education Plans in order to provide as many opportunities as possible for student success. The activities can be adapted to meet the needs of individual students and should be modified to ensure both student success and the making of a connection between studio activities and the personal lives of the students. Issues raised throughout this course by way of discussion and content explored through the artwork should be approached with sensitivity. Any resources which support anti-discrimination education, violence prevention, equity/social justice issues, and faith development serve as added support to the Ontario Secondary School Policies as well as the Ontario Catholic School Graduate Expectations. This course also supports the document Program Planning and Assessment which refers specifically to the role of technology in the classroom and outlines strategies for assessment, evaluation, and reporting of student achievement.

Course Evaluation

Although this course can, to a certain extent, allow for varied levels of access to current technologies, it is important that teachers be aware of the most current technologies so that this information can be passed on to students. Teachers are encouraged to network with colleagues across the province as this new discipline takes shape. Ongoing evaluation of student responses, both oral and written and in the media arts journal in particular, can provide the teacher with a good idea of the level of understanding achieved by students regarding the basic concepts related to media arts as explored from a Gospel perspective.

Overview of Course Units and Activities

 

 

Coded Expectations, Media Arts Expectations, ASM2O

Theory

Overall Expectations

THV.01

– explain the elements and principles of media arts as they apply to their own work and the work of others;

THV.02

– explain the historical foundations of media arts;

THV.03

– demonstrate an understanding of conventions as they apply to the practice of media arts production.

Specific Expectations

Concepts and Terminology

TH1.01

– identify and describe the use of elements and principles of media arts in selected works and productions;

TH1.02

– identify and describe elements and principles borrowed from traditional art disciplines as found in media art;

TH1.03

– recognize and use vocabulary specific to media art.

History

TH2.01

– identify and describe the foundations of media art by viewing/experiencing selected media artworks and/or productions;

TH2.02

– identify and describe the effect of technologies on the evolution of media arts from 1950 to 1980 (e.g., microcomputer on photo-imaging and animation, development of synthesized sound or music, video camera on cinematography);

TH2.03

– identify and describe the influences and contributions of various art forms to media artworks and productions.

Conventions

TH3.01

– demonstrate an understanding of the importance of safety (e.g., electronic connections) and routine (e.g., punctuality, preparation for class) in the studio;

TH3.02

– identify and describe procedures for respecting and maintaining common property, equipment, space, and materials;

TH3.03

– demonstrate an understanding of ecological and environmental considerations in the development and production of media art;

TH3.04

– demonstrate an awareness of legal implications in the production and distribution of media artworks (e.g., acknowledge the sources of all non-original material, implications of personal privacy, and freedom-of-information laws).

Creation

Overall Expectations

CRV.01

– use the concepts of media art in their own work;

CRV.02

– demonstrate skills in manipulating traditional art tools related to media art (e.g., camera, video camera, photocopier, tape recorder);

CRV.03

– demonstrate skills in manipulating new and emergent digital technologies used in creating media art (e.g., digital camera, scanner, digital recorder, computer);

CRV.04

– use the stages of the creative process to communicate their ideas individually and in groups (e.g., exploration, experimentation, production, evaluation);

CRV.05

– use concepts and procedures from other art forms in creating media artworks.

Specific Expectations

Use of Concepts

CR1.01

– use elements and principles specific to media art in their own work;

CR1.02

– use a variety of processes to demonstrate a specific element or principle of media art (e.g., light, colour, sound);

CR1.03

– transform an existing artwork by modifying an element or principle (e.g., point of view, movement) through a media art technique.

Production Skills

CR2.01

– use a variety of the techniques and materials of traditional art forms related to media art;

CR2.02

– communicate an idea through a traditional art form related to media art;

CR2.03

– use appropriately the tools and equipment of traditional art forms related to media art;

CR2.04

– use appropriately a variety of the techniques and materials of new and emergent technologies;

CR2.05

– communicate an idea through the integrated use of digital techniques and materials;

CR2.06

– create a digital portfolio of experiments and completed works using new and emergent technologies.

Creative Process

CR3.01

– research existing media artworks and productions to inspire new works (e.g., create a journal of existing works and productions);

CR3.02

– experiment in traditional and digital media art techniques to create media artworks (e.g., create a file of sketches and ideas);

CR3.03

– solve creative problems in production teams by following all stages of the creative process.

Connections

CR4.01

– use similarities between the arts to explore and experiment in the creation of media artworks;

CR4.02

– identify and apply a specific idea, concept, or theme common to other art forms (e.g., narration, colour) to a media artwork.

Analysis

Overall Expectations

ANV.01

– use the stages of critical analysis to examine and discuss the aesthetic and compositional components of current and historical media artworks;

ANV.02

– identify the impact of media artworks and productions on themselves and their community;

ANV.03

– identify the function of media art in society;

ANV.04

– identify connections between media arts and possible future education and careers.

Specific Expectations

Critical Analysis

AN1.01

– use the stages of critical analysis (e.g., initial reaction, identification, analysis, interpretation, evaluation) to study their own media artworks or productions;

AN1.02

– use the stages of critical analysis to critique early forms of artwork (e.g., photographic manipulation in the 1950s);

AN1.03

– use correctly an appropriate vocabulary (e.g., framing, digital photography, imaging ) to discuss media art in group settings.

Self and Community

AN2.01

– identify and explain, orally and in writing, how various examples of media art have had an effect on their lives;

AN2.02

– identify and interact with artists within their community or region;

AN2.03

– exhibit or perform effectively media art-works or productions in individual and group settings for a variety of audiences (e.g., peers, community, teacher).

Function of Media Art

AN3.01

– identify, decode, and explain, orally and in writing, the codes and conventions (e.g., stereotypes, icons, structures) in various examples of media art;

AN3.02

– identify and explain, orally and in writing, how media artworks affect perceptions of identity (e.g., ethnic group, regional/ provincial/national identity, religious affiliation, philosophical identity);

AN3.03

– identify and explain the socio-economic impact of the media industry.

Career

AN4.01

– demonstrate group skills as leaders, participants, and/or evaluators;

AN4.02

– evaluate personal strengths and needs (e.g., time management, flexibility, tenacity, co-operation, multiple intelligences) at various points in the course and work towards improvement in identified areas;

AN4.03

– identify and categorize careers linked to their interests and connected with media arts.

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good.

 

 

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