Drama: Film and Television

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

Elements and Principles
Creating/Performing/Communicating

• create/perform a work of art demonstrating an awareness and experience of several of the basic elements and principles of the discipline used
• create/perform a work of art demonstrating the use of the basic elements and principles of the discipline to communicate specific ideas, moods, or feelings
• create/perform a work of art demonstrating the use of strategies for developing an artistic image or idea

• develop the vocabulary for the discipline studied
• identify, describe, analyse, interpret, and make judgements about the basic elements and principles as used in a variety of art works

• create/perform a work of art that reflects an understanding of the impact of social/cultural/historical contexts
• create/perform a work of art that communicates specific beliefs/traditions in response to historical/contemporary issues

• identify, describe, and analyse cultural or historical styles as represented in a variety of art works
• critique a work of art relating its content to the context in which it was created
• describe or demonstrate how a specific work of art supports/challenges specific beliefs/traditions, or responds to historical/contemporary issues

• create/perform a work of art expressing the students' own ideas, thoughts, or feelings
• create or perform a work of art for a specific public need (e.g., advertising, public ceremony, or social cause)

• identify, describe, analyse, interpret, and make judgements about how ideas, thoughts, feelings, or messages are communicated in a variety of others' art works
• examine the tensions between public acceptance and personal expression in the art discipline being studied

SUGGESTED INSTRUCTIONAL STRATEGIES

• analyse critically the audio-visual techniques used by film and/or television
• identify and evaluate the effects of the techniques used by film and/or television
• identify ways in which these media affect their personal lives
  • analyse a television program or specific genre and explore such questions as: What is the purpose of the program? Is there effective use of video techniques? What improvements would you suggest?
  • design a three-dimensional set for a new television show
  • design a lighting plot for a television show
  • write a script for a new television program and perform a scene from it
  • write an outline for a new movie
  • interview a media representative (e.g., a television reporter, camera operator, anchor person)
  • create an advertising campaign for a new product
  • create a new advertising campaign for an existing product and submit it to the company producing the product
  • analyse their own reasons for their viewing choices
  • log their own television viewing habits
  • write a critical review of a television show and/or film
  • write two versions of a television show, showing a comparison of the styles of yesterday and today
  • role-play the board of a company and evaluate each other's advertising campaign
• identify and explore the effect of the media on traditional cultures and cultural diversity

SUGGESTED ASSESSMENT STRATEGIES

• Test students' knowledge of the vocabulary used in the production of film and television.
• Evaluate students' television viewing logs.
• Evaluate students' film preview sheets.
• Observe students' manipulation of creative materials.
• Keep records of students' progress in a variety of ways (e.g., audio tapes, videotapes, anecdotal notes, portfolios).
• Give a pre-test and post-test to chart any changes in students' television viewing habits.
• Use self, peer, and teacher evaluation.
• Evaluate students' written expression for:
  • proper format
  • expression
  • understanding and insight
• Evaluate students' advertising campaign. Assessment criteria may include students':
  • technical skill
  • effective use of materials and media
  • imaginative approach (e.g., jingle, music, slogan)
  • articulation of ideas
  • understanding of the principles of media production and propaganda (e.g., montage, editing, close-up, pan)
• Evaluate students' contributions and insights of media's effect on cultural diversity.

RECOMMENDED LEARNING RESOURCES

This column is provided for teachers to identify learning resources in support of the Fine Arts 11 curriculum. Recommended learning resources for this curriculum will be evaluated and added to the Catalogue of Learning Resources in the upcoming school year.

Table of Contents

Province of British Columbia
Ministry of Education
Curriculum Branch

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Maintained by: Fine Arts Coordinator

Revised: April 1995

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