Big Ideas
Big Ideas
Media arts
unique art forms that employ film, video, new media, and sound as a means of artistic expression
reflect the interconnectedness of the individual, community, history, and society.
Growth as an artist
an individual, including a student, who creates or designs artistic works
is dependent on perseverance, resilience, refinement, and reflection.
Artistic expression is an artist’s physical and cognitive articulation of our humanity
for example, the capacity for love, creativity, inquiry
.
Media arts provide a unique way to represent self, identity, and culture.
Content
Learning Standards
Content
elements
colour, form, line, shape, space, texture, tone, value, time
and principles of design balance, contrast, emphasis, harmony, movement, pattern, repetition, rhythm, unity, depth, proportion and scale, sequencing, synchronization repetition, rhythm, unity
image development strategies
processes that transform ideas and experiences into visual images (e.g., 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
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
for example, layout conventions, markup language, current web standards, other digital media compliance requirements
a variety of image sources and genres
common terminology
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
used in media arts
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)
, and techniques of media arts (e.g., techniques for organizing ideas and information to create points of view in images)
of media arts
media production skills:
- pre-productionthe phase before a production begins; involves planning (e.g., developing treatments, writing and fine-tuning scripts or storyboards, designing costumes)
- productionthe phase 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-productionthe phase 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)
symbols and metaphors
influences of visual culture
aspects of culture that rely on visual representation
in media arts
local, national, global, and intercultural media artists and genres
ethical, moral, and legal considerations
regulatory issues related to responsibility for duplication, copyright, and appropriation of imagery, sound, and video
associated with media arts technology
moral rights
the rights of an artist to control what happens to his or her creations (e.g., preventing them from being revised, altered, or distorted); students should understand when they can and cannot modify an image created by someone else
, and the ethics of cultural appropriation use of a cultural motif, theme, “voice,” image, knowledge, 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
and plagiarism
health and safety protocols and procedures
Curricular Competency
Learning Standards
Curricular Competency
Explore and create
Create media art using sensory inspiration
ideas inspired by sensory experiences, such as the feeling of rain on our face or the sound of a dog whimpering
, imagination, and inquiry
Explore artistic possibilities and take creative risks
make an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities
, using various sources of inspiration including experiences, traditional cultural knowledge and approaches, places (including the land and its natural resources), people, information, and collaborative learning environments
Experiment with media arts materials and processes to create media artworks
Explore established, new, and emerging technologies used in media arts
Create artistic works for a specific audience
Refine skills and techniques in creating media artworks
Demonstrate active engagement in creating media artworks and resolving creative challenges
Reason and reflect
Understand the purpose of a critique
age-appropriate feedback strategies (e.g., one-on-one dialogue, safe and inclusive group discussions, reflective writing, gallery walks)
and choose when to apply suggestions
Describe and analyze, using discipline-specific language, how artists use materials, technologies, processes, and environments
place-based influences on the creation of artistic work; art related to or created for a specific place
in media arts
Analyze creative choices in the planning, making, interpreting, and analyzing of media artworks
Develop personal answers to aesthetic questions
questions relating to the nature, expression, and perception of artistic works
Reflect on the influences of a variety of contexts
for example, personal, social, cultural, environmental, and historical contexts
on artistic works
Communicate and document
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
, share, and appreciate media artworks in a variety of contexts
Communicate ideas and express emotions through art making
Demonstrate awareness of self, others, and 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.
through art making
Communicate about and respond
through activities ranging from reflection to action
to social and environmental issues including local, regional, and national issues, as well as social justice issues
through media arts
Connect and expand
Demonstrate personal and social responsibility associated with creating, perceiving, and responding in media arts
Explore First Peoples perspectives, knowledge, and protocols; other ways of knowing
First Nations, Métis, Inuit, gender-related, subject/discipline-specific, cultural, embodied, intuitive
, and local cultural knowledge through media arts
Create artistic works to reflect personal voice
a style of expression that conveys an individual’s personality, perspective, or worldview
, story, and values
Explore the relationships between media arts, culture, and society
Explore personal, educational, and professional opportunities in media arts and related fields
Engage in digital citizenship
understanding human, cultural, and societal issues related to technology, and engaging in legal and ethical behaviours
throughout the creative process
Connect with others on a local, regional, or national scale through media arts
Demonstrate safe and responsible use of materials
using materials in an environmentally responsible way, including considering their level of biodegradability and potential for reuse and recycling
, tools, and work space