Media Arts, Grade 10

Open ASM2O

This course enables students to create media art works by exploring new media, emerging
technologies such as digital animation, and a variety of traditional art forms such as film,
photography, video, and visual arts. Students will acquire communications skills that are
transferable beyond the media arts classroom and develop an understanding of respon-
sible practices related to the creative process. Students will develop the skills necessary
to create and interpret media art works.

Prerequisite: None

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 A. CREATING AND PRESENTING

OVERALL EXPECTATIONS
By the end of this course, students will:

A1. The Creative Process: apply the creative process to create media art works, individually and/or
collaboratively;
A2. The Principles of Media Arts: design and produce media art works, applying principles of media arts
and using various elements from contributing arts (dance, drama, music, visual arts);
A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and
techniques to produce and present media art works for a variety of audiences and purposes.

SPECIFIC EXPECTATIONS
A1.3 produce and refine media art works, using
A1. The Creative Process
experimentation, peer and/or teacher input,
By the end of this course, students will: and personal reflection (e.g., experiment with
techniques and materials to find ones that are
A1.1 use a variety of strategies (e.g., brainstorming, appropriate for their planned media art work; reflect
concept webs, mind maps, research using sources on input from class critiques and/or discussion
such as the Internet and/or oral sources) to generate boards, and apply the comments to revise their
ideas, individually and/or collaboratively, for works)
solutions to creative challenges (e.g., creating
Teacher prompts: “Do you agree with the
a media art work based on a theme such as child
critical input of your peers? Why or why not?
poverty in Ontario)
How could you use their comments to revised
Teacher prompts: “What sources might you use your art work?” “When experimenting with
for inspiration when trying to generate ideas? different ideas to address the creative challenge,
How can you access oral sources, such as First why is it important to track your attempts and
Nation, Métis, and Inuit storytelling, in your results?”
research?” “Why is it necessary to generate
more than one idea to address a creative A1.4 present media art works, individually and/or
challenge?” “What are some of the challenges collaboratively, using a variety of methods that
and benefits of using a collaborative process are appropriate for their work (e.g., a classroom
to generate ideas?” exhibition, projected digital images accompanied
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts

by sound, an interactive web page, a site-based

A1.2 develop plans, individually and/or collabo- installation, a projected animation or live action
ratively, that address a variety of creative chal- video)
lenges (e.g., use thumbnail sketches, storyboards,
Teacher prompt: “What factors should you
and/or production notes to help them develop their
consider when deciding what presentation
plans), and revise their plans on the basis of
methods and media you might use?”
peer- and self-assessment
Teacher prompt: “What are some of the potential A1.5 use a variety of tracking tools (e.g., sketch-
problems in addressing this challenge that must books, process journals, digital collections of
be considered in your plan? How can these images and/or sounds) to document their use of
problems be resolved? Can your experience in the creative process, and use this record as a
developing plans to address other challenges basis for reflection on the effectiveness of their
help you solve these problems?” procedures

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 Teacher prompt: “Does your process journal image-editing software; use available OSAPAC
capture all the stages of the creative process software; manipulate found sounds; experiment
that you used in the creation of your art work? with light and 2D animation software to recreate
When you review this journal, can you identify the optical illusion created by a phenakistoscope;
stages in the process where you experienced create a virtual flipbook on the Internet; use digital
difficulties? Knowing what you know now, photography and printing techniques to create an
what would you do differently?” actual flipbook for their portfolio)
Teacher prompts: “What types of tools are com-
A2. The Principles of Media Arts monly used in media arts? How might you
successfully use some of these tools to create

Media Arts
By the end of this course, students will: an art work?” “What did you learn from using
this technique that will assist you with future
A2.1 demonstrate an understanding of one or projects?”
more of the principles of media arts, and apply
the principle(s) to transform an existing work A3.2 use appropriate technologies, tools, and
from one of the contributing arts (e.g., use the techniques to create and present media art
principle of hybridization to transform a painting works for a variety of audiences (e.g., use bright
into a digital collage or an animation) primary colours and simple images in an animation
Teacher prompt: “How might you use one of to be presented to young children; use a computer
the principles of media arts to enhance an aspect monitor as a point of access for a presentation on
or change the meaning of the original work?” the Internet; use back projection on a stage for an
art work with live performance elements)
A2.2 design and produce original media art works Teacher prompts: “In what ways can the make-up
on a specific theme (e.g., an environmental issue) of an audience affect your decisions about the
by combining one or more of the principles of techniques or technologies you use in your art
media arts and a variety of elements from the work?” “What revisions would you make to ASM2O
contributing arts (e.g., design and produce an your animation if its audience were senior
installation that uses the principles of duration citizens rather than elementary students?”
and point of view and integrates the elements
of colour, space, pitch, and form in the style of A3.3 communicate personal messages by creating
Fabrizio Plessi) and presenting media art works using a variety
Teacher prompt: “What elements from other of approaches and techniques (e.g., create a
arts disciplines could you use in your art work? collage of still images and sound conveying their
What principles could you use to organize perspective on an issue related to discrimination)
these elements? How might a change in one Teacher prompts: “What specific media arts
of these principles change the meaning of techniques have you chosen to use to express
your art work or the elements you use in it?” your personal message? Why?” “Which
approach do you think best conveys your
message? Why?”
A3. Using Technologies, Tools, and
Techniques
By the end of this course, students will:
A3.1 explore a variety of traditional and emerging
technologies, tools, and techniques, and use
them to produce effective media art works
(e.g., use digital still and/or video cameras and
CREATING AND PRESENTING

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 B. REFLECTING, RESPONDING, AND
ANALYSING

OVERALL EXPECTATIONS
Grade 10, Open

By the end of this course, students will:

B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by
examining, interpreting, assessing, and reflecting on media art works;
B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and
cultural identity, and affect personal, cultural, and community values and their awareness of those
values;
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and
skills developed in media arts and how they can be used outside the media arts classroom.

SPECIFIC EXPECTATIONS
B1.3 use the critical analysis process to assess the
B1. The Critical Analysis Process
effectiveness of media art works in communi-
By the end of this course, students will: cating a message or expressing an emotion, and
describe how their assessment of the works has
B1.1 identify and describe their initial responses evolved throughout the critical analysis process
to media art works (e.g., Marie Jo Lafontaine’s (e.g., review their notes or other records and reflect
Tears of Steel), using various strategies and on how their assessment has changed as their
modes of communication (e.g., a small-group analysis of the art work has deepened)
or class discussion, a placemat exercise, a blog,
Teacher prompt: “What does Nam June Paik’s
a journal, a sketchbook)
work Electronic Superhighway communicate
Teacher prompt: “How does Marie Jo about modern cultural identity? In what ways
Lafontaine’s art work make you feel? Does has your understanding of this work and its
it remind you of anything in your personal message changed from your initial reaction to
experience? Does it remind you of other art your more fully informed interpretation?”
works you know? How might those connections
influence your initial reaction to the work?” B1.4 communicate an understanding of how they
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts

use the stages of the critical analysis process

B1.2 identify and describe, on the basis of explo- when they are creating their own media art
ration, the aesthetic and technical features of a works (e.g., describe how they use aspects of the
contemporary media art work, and describe critical analysis process to assess the viability of
how the artist has combined these features to their plan, to focus an experiment with a medium
create a unified work (e.g., identify the tools, or technology and evaluate its success in achiev-
techniques, and materials used by a media artist, ing their intended purpose, or to decide how to
and describe how they have been used to create the present their media art work; reflect on and
art work; identify elements and principles used in describe how their analysis of the work of other
the work, and describe in a T-chart or journal how media artists, including their peers, has influ-
the artist uses them to achieve an effect, convey an enced their own creativity, their use of tools or
emotion, or communicate a message; explore the technologies, or their presentation decisions)
technical and aesthetic features of Char Davies’s
Teacher prompts: “What aspects of the critical
virtual environments)
analysis process do you use when determining
Teacher prompts: “How has the artist used the effectiveness of your experiments with a
technology to create a specific effect?” “What is new medium or technology?” “In what ways
the effect on the viewer of the images created has your analysis of the work of other media
by the manipulation of a few visual elements?” artists influenced your own work?”
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 B2.5 describe how the process of critically
B2. Identity and Values
analysing media art works has affected their
By the end of this course, students will: understanding of the values of other cultures
and communities (e.g., how analysing Bollywood
B2.1 identify and describe, particularly with films has affected their understanding of South
reference to their own art works and those of Asian culture)
their peers, ways in which media art works
Teacher prompt: “What have you learned about
reflect artists’ personal identities (e.g., artists’
Kenyan society from watching the documentary
experiences, values, concerns, challenges)
Taking Root about Nobel laureate Wangari
Teacher prompt: “In what ways does your per- Maathai?”

Media Arts
sonal identity come through in the media art
works you create? Knowing how aspects of
your own identity are evident in your art works, B3. Connections Beyond the Classroom
what can you infer about this media artist’s
personal identity?” By the end of this course, students will:
B3.1 identify, on the basis of research, areas for
B2.2 identify and describe ways in which media continued study in media arts and related
art works reflect cultural identity (e.g., the fields (e.g., using available resources, create a list
animated short film The Sweater; the media art of advanced media arts courses, contributing arts
works of Ron Noganosh) courses, and relevant technology courses at both
Teacher prompts: “How might a media artist the secondary and postsecondary level; identify
use video to interpret and present the culture opportunities for experiential learning)
and history of the Métis?” “What are some
of the ways in which media artists from B3.2 identify and describe the skills required in
areas such as South Asia, Southeast Asia, or careers related to media arts (e.g., animator,
Southern Africa have portrayed their culture?” music composer for film/video, special effects ASM2O
artist, video editor)
B2.3 identify and describe ways in which media Teacher prompt: “What skills do you need in
art works can influence community or societal order to become a successful interactive online
values (e.g., the impact on their school community game designer? Describe how these skills are
of a media art work on combating climate change) used in this career.”
Teacher prompt: “Can you identify some media
artists who deal with issues related to nature B3.3 identify and describe skills and understand-
or the environment in their work? What do you ings acquired through the creative and critical
see as the potential of these or similar media analysis processes in the media arts (e.g., collab-
artists to help society address environmental orative, technical, analytical, and communication
challenges in the future?” skills; ability to meet deadlines; ability to under-
stand multiple points of view; cultural awareness),
B2.4 describe, using a variety of formats (e.g., and describe how they can be applied in every-
digital scrapbooks, digital timelines, a reflection day life (e.g., to analyse an item in the mass media;
journal), how creating and presenting media to reflect on and respond to a conflict with a peer;
art works has affected their personal values to create a DVD for a family reunion; to create a
and their understanding of their culture and slide show for an environmental organization)
community (e.g., how creative challenges have Teacher prompts: “What skills have you learned
encouraged them to explore and take a position through media arts that make you a more
on social issues; how feedback from presenting critical consumer of media? How might this
REFLECTING, RESPONDING, AND ANALYSING
a work provides insights into the values of their critical ability affect the decisions you make in
community) your personal life?” “Describe how media arts
Teacher prompts: “How might you use a digital processes have improved your communication
scrapbook to illustrate your personal values skills. How can these skills help you in your job,
and those of your community?” “How did at school, or with your friends and family?”
creating your heritage video lead you to a
richer understanding of your culture?”

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 C. FOUNDATIONS

OVERALL EXPECTATIONS
By the end of this course, students will:
Grade 10, Open

C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to,
elements, principles, and other concepts relating to media arts;
C2. Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts
of media arts;
C3. Responsible Practices: demonstrate an understanding of responsible practices associated with
producing, presenting, and experiencing media art works.

SPECIFIC EXPECTATIONS

C1. Terminology C2. Contexts and Influences

By the end of this course, students will: By the end of this course, students will:
C1.1 identify the stages of the creative and critical C2.1 identify, through exploration, and describe
analysis processes, and identify and correctly (e.g., in class discussions or presentations; using
use terminology related to the conventions comparison charts, illustrations, concept maps, or
and concepts of media arts when creating and diagrams) connections between a contemporary
analysing media art works (e.g., in small groups, media art work and related historical art works
brainstorm to develop lists of stereotypes, symbols, (e.g., the photographs of Edward Burtynsky and
styles, icons, structures, and recipes used in media the landscape paintings of Emily Carr)
arts) Teacher prompt: “In what ways are the photo-
graphs by Zoe Strauss in the Philadelphia
C1.2 identify and describe some elements from Public Art Project different from historical pho-
contributing arts that are used in media arts tographs or paintings of urban areas?”
(e.g., in small groups, create a visual or other
representation of line or texture from visual arts, C2.2 describe, on the basis of research, the history
pitch or timbre from music, space or energy from and development of a media arts tool, medium,
dance, tension or relationship from drama), and or technology (e.g., create a slide show to illustrate
describe some of the principles of media arts the technological development of photo imaging
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | The Arts

that can be applied to organize these elements from Henry Fox Talbot to the present; create a
timeline tracing the history of audio production;
C1.3 correctly use terminology related to the write a research paper on the development of film
technologies, tools, and techniques used in technology)
the production and presentation of media art
works (e.g., cropping, key frames, camera angles, C2.3 describe (e.g., in an online presentation, class
zoom, microphone, choreography, transition, discussion, essay, or Venn diagram) how sociocul-
light board) tural trends have contributed to the development
of an aspect of media arts (e.g., how the digital
revolution has affected the types of media and
how they are used; how aesthetic traditions from
around the world have influenced techniques;
how social issues such as global warming have
influenced content)

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 Teacher prompt: “What percentage of teenagers C3.3 identify and apply responsible environmental
do you think use MP3 players, portable gam- practices associated with the media arts work-
ing devices, and/or cellphones? How can these place (e.g., dispose of chemicals and batteries in
devices been used as tools for the creation of environmentally safe ways; use energy conservation
media art works?” practices; recycle used materials when possible)
Teacher prompt: “Are you working with any
C3. Responsible Practices chemicals or other materials that could damage
the environment? What practices could you
By the end of this course, students will: adopt to minimize the environmental impact
of your work?”

Media Arts
C3.1 identify and apply healthy, safe, and consci-
entious work practices when performing tasks C3.4 identify positive character traits associated
related to media arts production (e.g., use with both independent and collaborative media
healthy practices such as stretching before move- arts production, and explain the importance of
ment activities; use safe practices when setting up these traits (e.g., use a think-pair-share strategy
lighting kits, using a tripod, or packing up equip- to generate a list of positive traits, and create an
ment; use conscientious practices such as updating animation to explain their importance; review
computer anti-virus programs) entries in their work journal to determine the
Teacher prompts: “What steps should you use character traits that contributed to the success of
when setting up a photo shoot to ensure the their personal media arts project or their creative
safety of all participants?” “How can you interactions with others)
protect the files on your home computer?
Why is it important to do so?” C3.5 identify and appropriately apply conventions
associated with the experiencing of media art
C3.2 describe some ethical and legal practices works (e.g., follow protocols for visiting galleries,
associated with media arts, particularly with museums, theatres, or installations; show respect ASM2O
respect to copyright laws, and apply these for the work of classmates; demonstrate proper
practices when creating media art works (e.g., audience etiquette during performance pieces)
seek permission to sample songs from musicians;
use authorized sources for stock photography or
other licensed materials; show respect for other
cultures)
Teacher prompt: “Why is it important to seek
formal permission from the copyright holder
when using other people’s work?”

FOUNDATIONS

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