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Film & Television 11
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Big Ideas
Grandes idées
Moving images offer dynamic ways to explore identity and sense of belonging
Moving images
audio-visual productions for a range of media or uses (e.g., television, film, world wide web, animation) Growth as an artist requires perseverance, resilience, and reflection.
Aesthetic experiences provided by moving images can effect change in artists, audiences, and environments.
Aesthetic experiences
emotional, cognitive, or sensory responses to works of art Production of moving images develops creativity, innovation, and collaboration in a variety of contexts.
History, culture, and community can influence film and television productions.
Learning Standards
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Curricular Competencies
Students are expected to be able to do the following:
Explore and create
Explore, view, and create moving images
Plan, produce, and record moving images individually and collaboratively
Create moving images using imagination and inquiry
Demonstrate application of moving-image elements, conventions, and skills through production
Select and combine moving-image elements and techniques
Take creative risks to express ideas, meaning, and emotions
Take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities Improvise to inspire creativity and innovation
Develop film or television projects for an intended audience or with an intended message
Explore historical and contemporary Canadian film and television, and emerging media
Reason and reflect
Describe and analyze how meaning is communicated in moving images through technologies, environments, and techniques
Receive and synthesize constructive feedback to refine moving images
feedback
a form of assessment for learning in which the learner is provided with meaningful observations, comments, and ideas from teachers and peers during the creative process Analyze the ways in which moving images convey meaning through movement, sound, image, structure, and form
Reflect on a variety of film and television productions
Identify the influences of social, cultural, historical, and contexts in film and television
Identify how moving images relate to a specific place and time
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 document
Document
audio-recordings, constructing new works, compiling a portfolio) and respond to moving images
Document
through activities that help students reflect on their learning (e.g., drawing, painting, journaling, taking pictures, making video clips oraudio-recordings, constructing new works, compiling a portfolio)
Communicate about and respond to social and environmental issues through moving images
Express cultural identity and perspectives through moving images
Express personal voice as a moving-image artist
personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview Connect and expand
Demonstrate personal and social responsibility associated with film and television productions
Explore the role of story and narrative in expressing First Peoples perspectives, values, and beliefs, including protocols related to ownership of First Peoples oral texts
Identify educational, personal, and professional opportunities in the film and television industry, and in emerging media
Explore the impacts of culture and society on moving images
Explore First Peoples perspectives and knowledge, other ways of knowing, and local cultural knowledge to gain understanding through film and television productions
ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive Adhere to safety protocols and procedures in all aspects of film and television production
Content
Students are expected to know the following:
moving-image elements, principles, vocabulary, industry terms, and symbols
moving-image elements
framing, composition, mise en scène pre-production, production, and post-production strategies, techniques, and technologies
acting skills and approaches
roles and responsibilities of pre-production, production, and post-production personnel, as well as roles of artists and audiences
pre-production, production, and post-production personnel
producers, designers, and a variety of technical and support personnel historical, current, and emerging consumer and commercial moving-image formats and technologies
contributions of innovative artists from a variety of genres and contexts
traditional and contemporary First Peoples worldviews, history, and stories communicated through moving images
structure, form, narrative, and genres of local, national, and intercultural cinematic traditions
ethics and legal implications of moving-image distribution and sharing
ethics of cultural appropriation and plagiarism
cultural appropriation
use of a cultural motif, theme, “voice,” image, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn health and safety protocols and procedures
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.