Course Description
This course enables students to create media art works using available and emerging technologies such as computer animation, digital imaging, and video, and a variety of media.
Students will explore the elements and principles of media arts, the connections between contemporary media art works and traditional art forms, and the importance of using responsible practices when engaged in the creative process. Students will develop the skills necessary to create and interpret media art works.
This course will develop your artistic knowledge and skills by introducing you to current media arts technologies and processes. You will learn about the technical, historical, and theoretical aspects of media, photography, web design, computer-generated arts, and the new hybridized varieties found in combinations of the above.
The course is geared towards thoughtful and creative production, with an emphasis on the acquisition of knowledge and skills needed to permit and encourage further study at the more exploratory and innovative levels. This course provides you with a fun, positive atmosphere in which to explore your creativity using various computer software programs.
The final unit involves a culminating project based on the knowledge you have gained in the course. You will have the opportunity to use a variety of traditional techniques and emergent technologies such as computers, digital cameras, scanners, and multimedia.
COURSE DETAILS
Course Code: ASM3O
Course Name: Media Arts
Department:
Hours: 110
Credit Value: 1.0
Pre-requisites: No prerequisite
Curriculum Policy Documents:
"The Ontario Curriculum, Grades 11 and 12: The Arts
(Revised), 2010"
Growing Success: Assessment Evaluation and Reporting in Ontario Schools 2010
Development Date: March 2021
Development Date: April 2021
Developed By: Liisa Novek
Teacher: Liisa Novek
Revised By: N/A
Revision Date: N/A
Overall Curriculum Expectations
Course Content
| Unit Topic | Unit Description | Unit Hours |
| Unit 1: Web Design | Students will learn the many terms associated with the Internet and web page design, as well as properly design and create your own web page. They will be able to critique a web site of your choice by distinguishing between the qualities of a good or bad web site. They will learn all the basic tags required to create a web site and be given opportunities to practise their new skills. They will produce a web site using the proper layout and design principles learned in the unit, where they will showcase the work they have done for this course. | 20 |
| Unit 2: Exploring Media Arts | Students will learn about various media such as newspapers, film, television and the Internet, and study their impact on our society today. They will refresh their understanding of the role of art and gain an appreciation of the key roles media art plays in our lives. They will explore those forms through a multimedia element explaining what each form entails and which will reinforce the elements of media art and the historical concepts developed which leads to discovering the ever increasing and expanding technologies of the new media arts world. | 20 |
| Unit 3: Graphic Design | Students will be introduced to the elements and principles of design and their importance in designing a layout. They will learn how to identify these elements and principles in artworks, and analyze how they work together effectively. In addition, they will also learn the importance of good design. They will also develop knowledge and skill in the proper use of layout principles and effective design techniques and be introduced to a broad range of elements, principles and techniques of well-balanced composition and design. | 20 |
| Unit 4: Photography | Students will look at the historical overview of the development of photography, from its invention to the present. They will learn the essential concepts of working with a digital camera, including its various features and functions. They will be provided with an overview of the different genres available in photography and given a brief introduction to enable them to understand what options are available to them in the field of photography. The role of light, angles zooms, and how to manipulate photographs will all be covered. | 20 |
| Unit 5: Sounds and the Moving Image | In this section of the course, students will be introduced to the different styles and applications of animation used in today's media world. They will broaden their knowledge through studying the development and evolution of animation techniques, including the flipbook, zoetrope, and thaumatrope, as well as sequential imaging. After learning about the original Twelve Principles of Animation, they will be introduced to more current principles, including the concept of persistence of vision in creating animation. They will also explore the historical development of Disney and Pixar animation studios. | 20 |
| Culminating Assignment | This culminating activity is divided into three parts. They will be required to produce an assignment on typography, a photo story or comic book and to ensure you have professional-looking portfolio website using all the skills you have learned in this Media Arts course. Their culminating activities should be effective and have visual impact, showing off their mastery of the elements and principles of design and layout. | 10 |
Achievement Chart
The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement:
| Achievement Chart: The Arts | ||||
| Categories | Level 1 (50 - 59%) | Level 2 (60 - 69%) | Level 3 (70 - 79%) | Level 4 (80 - 100%) |
| Knowledge and Understanding | Specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding) | |||
| Knowledge of content (e.g., facts, genres, terms, definitions, techniques, elements, principles, forms, structures, conventions) | - demonstrates limited knowledge of content | - demonstrates some knowledge of content | - demonstrates considerable knowledge of content | - demonstrates thorough knowledge of content |
| Understanding of content (e.g., concepts, ideas, styles, procedures, processes, themes, relationships among elements, informed opinions) | - demonstrates limited understanding of content | - demonstrates some understanding of content | - demonstrates considerable understanding of content | - demonstrates thorough understanding of content |
| Thinking | The use of critical and creative thinking skills and/or processes | |||
| Use of planning skills (e.g., formulating questions, generating ideas, gathering information, focusing research, outlining, organizing an arts presentation or project, brainstorming/bodystorming, blocking, sketching, using visual organizers, listing goals in a rehearsal log, inventing notation) | - uses planning skills with limited effectiveness | - uses planning skills with some effectiveness | - uses planning skills with considerable effectiveness | - uses planning skills with a high degree of effectiveness |
| Use of processing skills (e.g., analysing, evaluating, inferring, interpreting, editing, revising, refining, forming conclusions, detecting bias, synthesizing) | - uses processing skills with limited effectiveness | - uses processing skills with some effectiveness | - uses processing skills with considerable effectiveness | - uses processing skills with a high degree of effectiveness |
| Use of critical/creative thinking processes (e.g., creative and analytical processes, design process, exploration of the elements, problem solving, reflection, elaboration, oral discourse, evaluation, critical literacy, metacognition, invention, critiquing, reviewing) | - uses critical/creative thinking processes with limited effectiveness | - uses critical/creative thinking processes with some effectiveness | - uses critical/creative thinking processes with considerable effectiveness | - uses critical/creative thinking processes with a high degree of effectiveness |
| Communication | The conveying of meaning through various forms | |||
| Expression and organization of ideas and understandings in art forms (dance, drama, media arts, music, and visual arts) (e.g., expression of ideas and feelings using visuals, movements, the voice, gestures, phrasing, techniques), and in oral and written forms (e.g., clear expression and logical organization in critical responses to art works and informed opinion pieces) | - expresses and organizes ideas and understandings with limited effectiveness | - expresses and organizes ideas and understandings with some effectiveness | - expresses and organizes ideas and understandings with considerable effectiveness | - expresses and organizes ideas and understandings with a high degree of effectiveness |
| Communication for different audiences (e.g., peers, adults, younger children) and purposes through the arts (e.g., drama presentations, visual arts exhibitions, media installations, dance and music performances) and in oral and written forms (e.g., debates, analyses) | - communicates for different audiences and purposes with limited effectiveness | - communicates for different audiences and purposes with some effectiveness | - communicates for different audiences and purposes with considerable effectiveness | - communicates for different audiences and purposes with a high degree of effectiveness |
| Use of conventions in dance, drama, media arts, music, and visual arts (e.g., allegory, narrative or symbolic representation, style, articulation, drama conventions, choreographic forms, movement vocabulary) and arts vocabulary and terminology in oral and written forms | - uses conventions, vocabulary, and terminology of the discipline with limited effectiveness | - uses conventions, vocabulary, and terminology of the discipline with some effectiveness | - uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness | - uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness |
| Application | The use of knowledge and skills to make connections within and between various contexts | |||
| Application of knowledge and skills (e.g., performance skills, composition, choreography, elements, principles, processes, technologies, techniques, strategies, conventions) in familiar contexts (e.g., guided improvisation, performance of a familiar work, use of familiar forms) | - applies knowledge and skills in familiar contexts with limited effectiveness | - applies knowledge and skills in familiar contexts with some effectiveness | - applies knowledge and skills in familiar contexts with considerable effectiveness | - applies knowledge and skills in familiar contexts with a high degree of effectiveness |
| Transfer of knowledge and skills (e.g., concepts, strategies, processes, techniques) to new contexts (e.g., a work requiring stylistic variation, an original composition, student-led choreography, an interdisciplinary or multidisciplinary project) | - transfers knowledge and skills to new contexts with limited effectiveness | - transfers knowledge and skills to new contexts with some effectiveness | - transfers knowledge and skills to new contexts with considerable effectiveness | - transfers knowledge and skills to new contexts with a high degree of effectiveness |
| Making connections within and between various contexts (e.g., between the arts; between the arts and personal experiences and the world outside the school; between cultural and historical, global, social, and/or environmental contexts; between the arts and other subjects) | - makes connections within and between various contexts with limited effectiveness | - makes connections within and between various contexts with some effectiveness | - makes connections within and between various contexts with considerable effectiveness | - makes connections within and between various contexts with a high degree of effectiveness |
Assessment Overview
Assessment
As required by the Ministry of Education, students will be assessed in four areas as follows:
| Assessment | |
| Assessment Category | Percentage |
| Knowledge and Understanding | 20 |
| Thinking and Inquiry | 20 |
| Communication | 20 |
| Application | 40 |
Final Grade
The final grade will be determined as follows (in accordance with Ministry of Education standards) an in accordance with the COVID protocols for this school year:
| Final Grade Calculation | |
| Term Work 100% of the students' grades will be based on evaluations conducted throughout the course. | 100% |
Learning Skills
The following Learning Skills rubric can be used by online teachers when assessing Learning Skills:
| LEARNING SKILLS RUBRIC | ||||
| Criteria | Needs Improvement | Satisfactory | Good | Excellent |
| Works Independently | Needs repeated directions to clarify and begin assignments. | Needs some directions to clarify and begin assignments. | Rarely needs directions to clarify and begin assignments. | Does not need directions to clarify or begin assignments. |
| Teamwork | Rarely demonstrates participation with classmates by attending or reading chats and threaded discussions. | Sometimes demonstrates participation with classmates by attending or reading chats and threaded discussions. | Often demonstrates participation with classmates by attending or reading chats and threaded discussions. | Consistently demonstrates participation with classmates by attending or reading chats and threaded discussions. |
| Organization | Limited organization and time management skills; does not meet deadlines. | Some organization and time management skills; sometimes meets deadlines. | Good organization and time management skills; frequently meets deadlines. | Exemplary organization and time management skills; consistently meets deadlines. |
| Work Habits/ Homework | Homework is frequently incomplete. No motivation is evident. | Homework is occasionally complete. Some motivation is evident. | Homework is regularly complete. Considerable motivation is evident. | Homework is always complete. Student is highly motivated. |
| Initiative | Rarely extends thinking beyond material presented. | Sometimes extends thinking beyond material presented. | Often extends thinking beyond material presented. | Consistently extends thinking beyond material presented. |
The expectations for the course in Media Arts are organized into three distinct but related strands, taken directly from the Arts Curriculum Grade 11 and 12 Ministry document:
- Creating and Presenting: Students use the creative process independently and collaboratively to produce and present media art works that incorporate the principles of media arts and the elements of the contributing arts. Students explore traditional and emerging technologies, tools, and techniques to create works for a variety of audiences.
- Reflecting, Responding, and Analyzing: In this strand, students use the critical analysis process to develop their understanding of and appreciation for media art works. Students examine the interrelationships between media art works and individual and cultural identities and values, generating a deeper understanding of themselves and the communities in which they live.
- Foundations: In this strand, students acquire theoretical concepts and a specialized vocabulary for evaluating their own creations and the work of other media artists. They learn about the historical and socio-cultural contexts of media arts, and examine ethical, environmental, and safety issues associated with this art form.
Program Planning Considerations
PROGRAM PLANNING CONSIDERATIONS
PRINCIPLES UNDERLYING THE ENGLISH CURRICULUM
This course (which is based on the Ontario English curriculum) is based on the belief that language learning is critical to responsible and productive citizenship, and that all students can become successful language learners. The curriculum and this course are designed to provide students with the knowledge and skills that they need to achieve these goals. It aims to help students become successful language learners.
Successful language learners:
- understand that language learning is a necessary, life-enhancing, reflective process;
- communicate – that is, read, listen, view, speak, write, and represent – effectively and with confidence;
- make meaningful connections between themselves, what they encounter in texts, and the world around them;
- think critically;
- understand that all texts advance a particular point of view that must be recognized, questioned, assessed, and evaluated;
- appreciate the cultural impact and aesthetic power of texts;
- use language to interact and connect with individuals and communities, for personal growth, and for active participation as world citizens.
Teaching Strategies
This course includes a variety of teaching strategies to help students become independent, self-aware and compassionate learners. The key to student success is providing structured and supportive opportunities for students to explore and evaluate their understanding and overall approach to learning. Students need to be empowered to become lifelong global learners in a digitial age who are willing and able to adapt to and evaluate the messages and thinking presented to them. Because of the nature of an online class, students will be challenged to develop their independent learning skills while also learning how to interact with their educational community through online platforms. Because the online format of the course influences the educational approach and capabilities of the instruction, students will be given multiple opportunities to develop the related skills. It is also expected that as students in a Grade 12 University Preparation class that they will begin the course with a good understanding of themselves as learners including their strengths, areas for improvement, and passions and interests. The courses in the Ontario curriculum are cumulative in nature, and therefore require students to build on their knowledge and skills over the entire course of their high school studies.
Students with English as a Second Language
In planning this course for students with English as a Second Language, the teacher will aim to create a supportive environment that nurtures the students’ self-confidence while also maintaining the integrity and standards of the ENG4U course requirements. Because listening and reading are typically the first of the four language skills gained by the ESL student, it will be important for students to have regular opportunity to practice their writing and speaking in an encouraging setting. The Assessment AS and FOR learning tasks will act as repeated opportunities for students to practice and strengthen their language skills in preparation for the Assessment OF learning tasks that are completed at the end of each Unit or Learning Cycle. Students are also encouraged to seek out supports and ask for extra help and guidance as they progress through the course. For students who begin the course with a strong grasp of the English language, it is an opportunity for them to encourage and support their classmates as opportunities arise through interactions online.
Healthy Relationships and Antidiscrimination in the Online Classroom
Every student is entitled to learn in a safe, respectful and caring environment, free from violence, discrimination and harassment. Because we live in a globalized and diverse world, a crucial life skill is the ability to work and live alongside individuals and communities which are different from our own. For this reason, antidiscrimination education is central to the Ontario curriculum and is intended to prepare students to be responsible citizens in their chosen post-secondary education and work life beyond.
Because there is a greater degree of anonymity to the online classroom, it is vital that all students understand and agree to abide by the healthy relationships and antidiscrimination policy in all interactions. This policy requires that all students:
- think critically and compassionately as they engage with classmates, instructors and community members in order to help develop a positive community of learners in which all members can learn and grow.
- communicate with respect and kindness when engaging in debate and discussion with the ideal of always seeking first to understand before being understood, and being willing to hold judgments and conclusions until all parties have had the opportunity to express and clarify their positions.
- demonstrates patience as classmates seek to express their ideas and understanding of the course content and a willingness to ask clarifying questions as necessary.
- work to the best of their abilities and make the most of the various opportunities given them in the class.
Any repeated negative behaviour will be subject to appropriate discipline and consequences.
The Role of the School Library
Although Sophio Academy does not have an official school library, students are encouraged to use e-books, local libraries, and archives to develop important research and inquiry skills. Students are also encouraged to explore, whenever possible, academic archives available online.
Academic Honesty and Plagiarism
Students enrolled in Sophio Academy must follow a high standard of academic honesty in all of their coursework. It is understood that we all 'stand on the shoulder of giants' but in order to prepare students for post-secondary studies, it is expected that they properly reference and cite the work of others in their course work and assignments using the proper recognized MLA formatting.
Sophio Academy desires to instill the values of honesty and hard work within our students while also teaching them how to engage in academic discussions and interactions with their intellectual community and honoring the work and ideas of others. Sophio Academy maintains and expects a high standard of academic honesty from all of its students as a vital and essential part of their character growth, academic practice and preparation for post-secondary studies.