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Media Arts 10
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Big Ideas
Grandes idées
An artist's intention transforms media technologies into art.
Traditions, perspectives, worldviews, and stories can be shared through media arts.
media arts
unique art forms that employ film, video, new media, and sound as a means of artistic expression Growth as an artist requires time, patience, and reflection.
The creation of media art relies on the interplay of the mind and body.
Media arts offer unique ways of exploring our identity and sense of belonging.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Explore and create
Create media art using sensory inspiration, imagination, and inquiry
sensory inspiration
ideas inspired by sensory experiences, such as the feeling of rain on our face or the sound of a dog whimpering Explore artistic possibilities and take creative risks using various sources of inspiration
creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities sources of inspiration
experiences, traditional cultural knowledge and approaches, places (including the land and its natural resources), people, information, and collaborative learning environments Create artistic works with an audience in mind
Create artistic works to reflect personal voice, story, and values
Develop and refine skills and techniques in creating media artwork
skills
including problem-solving skills Demonstrate safe and responsible use of materials, tools, and work space
responsible use of materials
using materials in an environmentally responsible way, considering their level of biodegradability and potential for reuse and recycling Reason and reflect
Identify ways to resolve creative challenges
Describe and analyze how artists use materials, technologies, processes, and environments in media arts
Recognize and evaluate creative choices in the planning, making, interpreting, and analyzing of media artworks
Develop personal answers to aesthetic questions
aesthetic questions
questions relating to the nature, expression, and perception of artistic works Reflect on the influences of a variety of contexts on artistic works
variety of contexts
for example, personal, social, cultural, environmental, and historical contexts Communicate and document
Document, share, and appreciate media artworks in a variety of contexts
Document
through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio); includes recording the various iterations of media works throughout the creative process Communicate ideas and express emotions through art making
Demonstrate respect for self, others, and place
place
any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives on the world. Communicate and respond to social and environmental issues using media art
social and environmental issues
occurring locally, regionally, nationally, and/or globally Connect and expand
Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge through media arts
ways of knowing
First Nations, Métis and Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Engage in digital citizenship throughout the creative processes
digital citizenship
using information and technology in a way that is respectful of self, others, and privacy laws, and mindful of cultural values and beliefs Content
Students are expected to know the following:
elements and principles of design
elements
colour, form, line, shape, space, texture, tone, value, time principles of design
balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity, depth, proportion and scale, sequencing, synchronization repetition, rhythm, unity image development strategies
image development strategies
abstraction, compression, distortion, elaboration, exaggeration, gesture, figure, fragmentation, free association, juxtaposition, magnification, metamorphosis, minification, multiplication, point of view, reversal, rotation, simplification, stylization, thumbnail sketch, transformation media technologies
media technologies
in media arts, any image-making technology, such as cameras, computers, software, props, and lighting, including established and emerging technologies; also includes video production, layout and design, graphics and images, photography (digital and traditional), new and emerging media processes (e.g., performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art), and the improvisational use of miscellaneous items standards-compliant technology
standards-compliant technology
layout conventions, markup language, current web standards, other digital media compliance requirements a variety of image sources and genres
common vocabulary used in media arts
vocabulary
for example, storyboard, thumbnail sketch, duration, animation, tweening, point of view, hybridization, flip book, avatar, acoustics, installation, camera angles, long shot, panning, close-up, medium shot, depth of field, concept mapping, flow chart a range of materials, processes, and techniques
materials
of media arts (e.g., modelling clay, interlocking blocks, props, toys, lighting) processes
of media arts (e.g., animation, claymation, montage, soundscape, storyboard, fonts, formats, illustration, layout, loop, narrative, real time, still image, transposition) techniques
of media arts (e.g., techniques for organizing ideas and information to create points of view in images) media production skills:
- pre-productionpre-productionthe stage before a production begins; involves planning (e.g., developing treatments, writing and fine-tuning scripts or storyboards, designing costumes)
- productionproductionthe stage during which a product is actively created and developed; involves, for example, shooting video or film, developing negatives and making enlargements, setting up lights, programming a website
- post-productionpost-productionthe stage after most of the production stage is complete; involves fine-tuning and manipulating the production, resulting in a complete and coherent product (e.g., editing video footage, touching up and mounting photos, conducting multimedia tests)
use of symbols and metaphors to represent ideas and perspectives
First Peoples worldviews and cross-cultural perspectives, stories, and history as expressed through media arts
First Peoples worldviews
including contemporary and traditional perspectives local, national, global, and inter-cultural media artists
ethical, moral, and legal considerations associated with media arts technology
ethical, moral, and legal considerations
regulatory issues related to responsibility for duplication, copyright, and appropriation of imagery, sound, and video Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.