Course Profile Media Arts, Grade 10, Open, Public

Unit 2: Narrative: Text, Image, and Sound

Time: 20 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

In this unit, the students will expand their knowledge and use of the still image by creating narrative through the addition of text and/or sound. This serves as a transition from Unit 1 to Unit 3. The elements of narrative and sound will be introduced.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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.03 - demonstrate an understanding of conventions as they apply to the practice of media arts production;

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;

ANV.01 - use the stages of critical analysis to examine and discuss the aesthetic and compositional components of current and historical media artworks;

ANV.04 - identify connections between media arts and possible future education and careers.

Specific Expectations

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;

TH2.01 - identify and describe the foundations of media art by viewing/experiencing selected media artworks and/or productions;

TH2.03 - identify and describe the influences and contributions of various art forms to media artworks and productions;

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;

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;

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;

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;

AN1.01 - use the stages of critical analysis (e.g., initial reaction, identification, analysis, interpretation, evaluation) to study their own media artworks or productions;

AN1.03 - use correctly an appropriate vocabulary (e.g., framing, digital photography, imaging) to discuss media art in group settings;

AN2.03 - exhibit or perform effectively media artworks or productions in individual and group settings for a variety of audiences (e.g., peers, community, teacher);

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;

AN4.01 - demonstrate group skills as leaders, participants, and/or evaluators;

AN4.02 - evaluate personal strengths and needs (e.g., time management, flexibility, tenacity, cooperation, 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.

Activity Titles (Time + Sequence)

Activity 1	A Day In The Life…	150 minutes
Activity 2	Found Narrative	225 minutes
Activity 3	Soundtrack for Photograph	150 minutes
Activity 4	Constructed Narrative	675 minutes

Prior Knowledge Required

· Knowledge of the still image, technical aspects, composition, light, portraiture

Unit Planning Notes

· Provide access to found images (newspapers, magazines), comic strips.

· Depending on production formats chosen, provide access to equipment (traditional camera and/or digital camera, computers, printers, commercial film processing, slide projector(s), dissolve unit, photocopier, audio tapes, tape recorder, television, video-cassette recorder, etc.).

Teaching/Learning Strategies

Creation	Theory	Analysis
Teacher-led discussion	Teacher-led discussion	Teacher-led discussion
Student-led discussion	Student-led discussion	Student-led discussion
Brain storm and idea flow chart activities	Teacher demonstration and instruction	Individual and group critique
The act of conferencing with the teacher or other students	Student individual and group presentation	Written critique
The production of media artworks individually and in production teams	The viewing of media artworks and the identification and decoding of the elements and principles of design use in them.	Oral presentation by individual student or a group
The performance of creative exercises involving the use of media equipment		The viewing and analysis of media artworks created by other artists and themselves.

Assessment and Evaluation

Theory	Creation	Analysis	Communication
Performance of specific tasks to consolidate learning (e.g., filming basic shots)	Ongoing record of work development and progress in the media arts journal	Informal critique of work in progress	Upkeep of the media arts journal
Effective use of concepts learned in creative production	Performance of specific tasks to consolidate learning	Formal group critique of work	Oral or written presentation of information learned
Upkeep of the media arts journal and a notebook	Informal critique of work in progress	Written evaluation of student work by self, peer or teacher	Ongoing record of work development and progress in the media arts journal
Oral or written presentation of information learned	Teacher observation	Written critique of the work of self or others	Informal critique of work in progress
	Student/teacher conference	Oral group or individual presentation	Student/teacher conference
	Formal evaluation of student artwork	Formal evaluation of written analysis	Formal group critique of work
	Rubric use or rubric generation in class	Rubric use or rubric generation in class	Written evaluation of student work by self, peer, or teacher
			Written critique of the work of self or others
			Oral group or individual presentation

Resources

Works of Duane Michaels

April Hickox – information on this artist can be found at
Gallery 44,
104 Richmond Street, Suite 120,
Toronto, M5Z 3A8.
Phone: 416-979-3941.
This gallery contains an extensive file of Canadian contemporary Artist’s work that can be accessed by the public.

Works of Victor Burgin

Works of Michael Snow

A Space, 110-401 Richmond Street, Toronto, ON, M5V 3A8,
Tel (416) 979 9633, Fax (416) 979 9683. http://www.interlog.com/~aspace/
e-mail: aspace@interlog.com
A Space has a 25-year history of multi-disciplinary artist-run activity. The organization’s mandate encompasses the investigation, presentation, and interpretation of contemporary art forms, diverse disciplines, and theories.

Children’s books (look at image and text)

Comic strips (short narrative) – e.g., Lynn Johnston

Activity 1: A Day In The Life…

Time: 150 minutes

Description

In this activity, students write a narrative involving a character they have created from a portrait photograph.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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.03 - demonstrate an understanding of conventions as they apply to the practice of media arts production;

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;

ANV.01 - use the stages of critical analysis to examine and discuss the aesthetic and compositional components of current and historical media artworks.

Specific Expectations

TH1.01 - identify and describe the use of elements and principles of media arts in selected works and productions;

TH2.03 - identify and describe the influences and contributions of various art forms to media artworks and productions;

CR4.02 - identify and apply a specific idea, concept, or theme common to other art forms (e.g., narration, colour) to a media artwork;

AN1.01 - use the stages of critical analysis (e.g., initial reaction, identification, analysis;

AN1.03 - use correctly an appropriate vocabulary (e.g., framing, digital photography, imaging) to discuss media art in group settings;

AN2.03 - exhibit or perform effectively media artworks or productions in individual and group settings for a variety of audiences (e.g., peers, community, teacher);

AN4.01 - demonstrate group skills as leaders, participants, and/or evaluators.

Planning Notes

· Have students collect and bring in portrait photographs from unit one or found portraits from magazines

· Prepare character profile template (see Appendix 2.1)

Prior Knowledge Required

· Knowledge of portrait photographs from Unit 1

Teaching/Learning Strategies

· Option one: each student selects a photograph (other than their own) to work with.

· Option two: students bring in quality art portrait photographs from found sources and select one.

· The person depicted in the photograph will become a character at the school – a student, teacher, custodian, secretary, parent, resource teacher, student-teacher, administrator, or visitor. Using a character trait handout, students develop a short list of personality/identity traits for the person in the photograph

· Students write a short narrative in which something happens/a conflict occurs and is resolved during the course of one school day. (It is important during discussion and development of this fictional character that the teacher stress the importance of avoiding negative stereotypes!)

Note: In both discussion and written work for this activity, the use of the elements and principles of Media Arts should be reinforced. This activity, although it culminates in the creation of written work, should be considered an important step in the creative process and not a product complete in itself.

Assessment/Evaluation Techniques

· student-generated criteria of characteristics (understanding structure/conventions of narrative, interesting situations/not cliched, creating an interesting character)

· the group or class critiques the stories/photos on the bulletin board to assess each story as it relates to a narrative – beginning, middle, end, the relation between who the character is, and what the character does;

· assessment can end here or move on to more formal assessment

· in groups, students select one narrative which they think is the most successful, post it on bulletin board, then class can critique it

· work can be handed in for teacher assessment

Accommodations

· clear expectations of quality

· classroom placement to maximize student focus

· close monitoring by the teacher

· review and repetition

· concepts presented in a variety of formats, e.g., visually, concretely, verbally

· checklists

· encouragement to participate orally

· the use of a translator, listening cues or prompts

· teacher modelling of appropriate responses

· vocabulary pre-teaching and checking for comprehension

· peer tutor/helper to help identify and highlight essential information

· alternatives to written assignments (e.g., video, audio recording, oral presentation)

· computer (when appropriate)

· highly structured environment

· appropriate behaviour modelled

Resources

Good quality art portrait photographs

Character Profile Template (see Appendix)

Short narrative samples (keep samples for next time)

Activity 2: Found Narrative

Time: 225 minutes

Description

In this activity, which builds on the previous activity, narrative is presented through a visual chronological sequence. Students use five unrelated photographs and, by arrangement and addition of captions, create a coherent narrative.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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.03 - demonstrate an understanding of conventions as they apply to the practice of media arts production;

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;

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.

Specific Expectations

TH1.01 - identify and describe the use of elements and principles of media arts in selected works and productions;

TH2.01 - identify and describe the foundations of media art by viewing/experiencing selected media artworks and/or productions;

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;

CR3.03 - solve creative problems in production teams by following all stages of the creative process;

CR4.02 - identify and apply a specific idea, concept, or theme common to other art forms (e.g., narration, colour) to a media artwork;

AN2.03 - exhibit or perform effectively media artworks or productions in individual and group settings for a variety of audiences (e.g., peers, community, teacher);

AN4.01 - demonstrate group skills as leaders, participants, and/or evaluators.

Planning Notes

· Students find photographs (minimum 5" x 7" size) from magazines, newspapers in four categories: action, person (single), people (multiple), location. Photographs can be placed in category groups (if more than one group wants the same image, it can be photocopied). Photographs should not be advertisements, have no text; should all be black and white or all in colour (for consistency); selected images, which are a mixture of colour and black and white could be photocopied for consistency.

· Provide comic strips (2-5 frames) for Media Arts Journal homework assignment

Prior Knowledge Required

· An understanding of the characteristics of narrative from Activity 1

Teaching/Learning Strategies

· In pairs or small groups, students select five photographs from the four categories (see Planning Notes).

· Students arrange the five photographs in an order which suggests a storyline.

· Students write captions (no more than three lines/sentences per caption), word-process the captions, and post the photographs with the captions on bulletin board.

· Conduct an informal class critique.

· Media Arts Journal Homework assignment: Students cut out and paste an existing comic strip (2-5 frames) from a newspaper into their Media Journals. Students then remove the text and do one of the following: a) replace text with own, original text, b) replace text with text from another existing comic strip, or c) have characters discuss a current, local issue. Students then write an entry in their journal regarding the differences made to the images and narrative when text is changed.

Assessment/Evaluation Techniques

· group discussion (observations and suggestions for successful completion of task)

· Media Arts Journal entry (assess homework completion – satisfactory or unsatisfactory)

Accommodations

· classroom placement to maximize student focus

· close monitoring by the teacher

· review and repetition

· concepts presented in a variety of formats, e.g., visually, concretely, verbally

· checklists

· encouragement to participate orally

· the use of a translator, note-taker, listening cues or prompts

· vocabulary pre-teaching and checking for comprehension

· peer tutor/helper to help identify and highlight essential information

· additional time

· alternatives to written assignments (e.g., video, audio recording, oral presentation)

· computer (when appropriate)

· highly structured environment

· appropriate behaviour modelled

Resources

The work of Duane Michaels, April Hickox, Michael Semak

Current examples of series artwork involving text can be found on web sites of artist run galleries (see general references)

Magazines and newspapers (photographs, comic strips)

Activity 3: Soundtrack for Photograph

Time: 150 minutes

Description

A single image is enhanced through sounds. In this activity, students must create an appropriate sound environment for a selected image. The sound is created in real time by the students and should not include any dialogue. This activity focuses on the process used to create sound effects and the usefulness of sound to enhance a visual concept.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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.03 - demonstrate an understanding of conventions as they apply to the practice of media arts production;

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;

ANV.01 - use the stages of critical analysis to examine and discuss the aesthetic and compositional components of current and historical media artworks.

Specific Expectations

TH1.01 - identify and describe the use of elements and principles of media arts in selected works and productions;

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);

CR3.03 - solve creative problems in production teams by following all stages of the creative process;

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;

AN1.01 - use the stages of critical analysis (e.g., initial reaction, identification, analysis, interpretation, evaluation) to study their own media artworks or productions;

AN1.03 - use correctly an appropriate vocabulary (e.g., framing, digital photography, imaging) to discuss media art in group settings;

AN2.03 - exhibit or perform effectively media artworks or productions in individual and group settings for a variety of audiences (e.g., peers, community, teacher);

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;

AN3.03 - identify and explain the socio-economic impact of the media industry;

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.

Planning Notes

· The teacher or students bring in photographs from magazines or newspapers that depict action or location (images which imply sound accompaniment), i.e., a photograph of a location which would contain many sounds.

· Arrange for a projector for presentation (opaque or digital projector).

Prior Knowledge Required

· no prior knowledge required

Teaching/Learning Strategies

· Show students videoclips without sound ask what sounds effects they think are being used. They could also be given the sound only and asked what could be seen. This leads to a discussion of how the elements of sound and sound parameters effect an image.

· In small groups, students select a photograph.

· Students plan what they need to assemble an appropriate, non-dialogue soundtrack for the image (students should be encourage to create the sound in real time, not pre-recorded).

· Students bring in props and rehearse their sound narrative (first 10-15 minutes of class).

· Each group presents their soundtrack to the class, including a projection of their chosen photograph.

· The listening students determine the appropriateness of the soundtracks for the images.

Note: This activity focusses on process and analysis. As a result, there is no formal evaluation for this activity.

Media Journal Assignment

Students will record in their journal, the analytic, creative and production process involved in making the soundtrack and how the group worked to create it.

Extension

A research assignment can be used to have some students learn how soundtracks are created for feature films. They could work to find answers to the following questions:

· How much of the sound of a film is recorded live?

· How much is placed in later?

· Is voice always recorded live?

· How much time is spent on sound in post production?

· Make a list of the types of jobs there are in sound editing and production.

· Where would one get training for work in this field?

Assessment/Evaluation Techniques

· class discussion of appropriateness of soundtracks for the images

· group discussion of the success of their sound environment and how it could be improved

· a journal entry recording the development of the creative concept for this activity and how the group arrived at it.

Accommodations

· students with hearing impairments can help create sounds

· classroom placement to maximize student focus

· close monitoring by the teacher

· review and repetition

· concepts presented in a variety of formats, e.g., visually, concretely, verbally

· checklists

· encouragement to participate orally

· the use of a translator, listening cues or prompts

· vocabulary pre-teaching and checking for comprehension

· peer tutor/helper to help identify and highlight essential information

· additional time

· highly structured environment

· appropriate behaviour modelled

Resources

Soundtracks from video clips (movies) that include specific sound effects, (e.g., footsteps, objects breaking, water falling, etc.) for teacher examples

The music and compositions of R. Murray Schafer

National Library of Canada webpage for R. Murray Schafer:
http://www.nlc-bnc.ca/services/eschafer.htm

Taking students to different environments and having them close their eyes and identify separate sound elements.

Sound effects tapes for examples

Activity 4: Constructed Narrative

Time: 675 minutes

Description

This is the culminating activity in which an original narrative is constructed using a combination of image, text and/or sound. Students create an original media artwork which involves the use of a series of still images, textual content, and/or a sound element which combine together for a specific creative purpose.

Strand(s) and Expectations

Strand(s): Theory, Creation, Analysis

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.03 - demonstrate an understanding of conventions as they apply to the practice of media arts production;

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;

ANV.01 - use the stages of critical analysis to examine and discuss the aesthetic and compositional components of current and historical media artworks;

ANV.04 - identify connections between media arts and possible future education and careers