Sample 3: Media Arts 12

Topic: Creating a Visual Presentation on a Social Issue

• create media arts images using a variety of design strategies and image sources, and justify selection

• use a variety of media arts technologies to create images that:
• support or challenge beliefs, values, and traditions
• incorporate characteristics of other artists, movements, and periods in personal style
• reflect historical and contemporary issues

• evaluate how the visual elements and principles of art and design are manipulated to:
  • convey a message
  • create an effect
  • influence personal preference
• manipulate and justify selection of visual elements and principles of art and design in order to:
  • alter the meaning or effect of images
  • reflect cultural and stylistic influences
  • achieve a specific emotional response

• manipulate a combination of materials, media arts technologies, and processes to support intent of media artworks

• The class conducted exploratory research around the issue of violence. In their research they obtained information about different aspects of violence, its prevalence, its impact on different groups, and its cost to society. They engaged in a debate addressing the role mass media has played in the issue of violence in society.
• The students discussed the issue of violence, including their points of view, and the prevalence of violence in their lives, families, school, and community. They developed personal statements that reflected their views and perspectives.
• The teacher prompted a discussion on violence in mass media, including television programs, rock videos, and films, and asked students to consider how the method of presentation or choice of image might affect different audiences.
• The teacher provided opportunities for students to explore ways of creating and then altering the effect of a message:
  • They worked in pairs to manipulate and change elements such as speed, sound, contrast, size, and colour to alter the effect of a 30-minute segment of film or video that conveyed a strong message.
  • They chose messages and explored how images and sounds changed the communication.
  • They videotaped a scene several times to explore movement as a visual element of art and design. Students filmed the subject moving, with the camera static; the subject static, with the camera moving; and the subject static with the camera static.
• The class discussed the assignment, the criteria, and the rating scales that would be used to evaluate their projects. Students developed presentations on specific issues designed to influence the attitudes and emotions of the school community.
• Students revisited and reworked their personal statements in light of the processes and technologies (combination of low tech and high tech) they intended to use. They planned their presentations, drafting storyboards to illustrate the form, sequence of images, and sounds they planned to use to communicate their messages.
• They presented their completed work, including artist's statements, to the class.

• use the visual elements and principles of art and design to create specific, intended effects
• use the visual elements and principles of art and design to communicate a personal message
• choose materials, technologies, and processes that best reflect the theme and message
• show evidence of cohesive form and logical sequence
• illustrate a more profound understanding of the theme
• affect the intended audience emotionally
• make an effort to influence attitudes about and perceptions of the issue

• analyse his or her own work, making revisions and changes to support the intent
• identify changes that would result in a more desireable effect
• acknowledge the successful use of visual elements and principles of art and design in creating the desired effect and communicating the intended message

The teacher used the following scale to assess and evaluate the students' presentations and artist's statements.

5 Outstanding	Goes beyond the expectations and creates a unique, thought-provoking presentation. visual elements and principles of art and design are successfully integrated. Creates a sense of mood and a strong emotional impact, and communicates a personal message in a powerful way. Sense of unity; logical sequence of images. The organization works to create a lasting impact. Research and personal exploration of issues is apparent in depth of feeling, understanding, and commitment illustrated in the presentation. Presentation moves the audience members to examine their previous values, beliefs, and understandings of the issue. Skilful use of materials, technologies, and processes enhances images and communication of the message. Willingly experiments with image-development strategies and technologies that enhance, support, and illustrate chosen theme. Recognizes own strengths and weaknesses, and shows evidence of analysing work, making revisions to create a more effective presentation. Identifies areas for change or development in subsequent work.
4 Good	Original, thoughtful presentation. visual elements and principles of art and design create desired mood or emotional impact and are integrated successfully most of the time. Clearly communicates a personal message. Logical sequence of images; sense of organization. Research and personal exploration of issues are evident; presentation shows understanding. Presentation affects the audience and promotes thinking about the issue. materials, technologies, and processes are chosen and used effectively to complement the images. Shows willingness (is not always successful) to experiment with image-development strategies and technologies. Recognizes own strengths and weaknesses, and shows some evidence of analysing work, making revisions to create a more effective presentation. Identifies changes that would result in a stronger effect in future work.
3 Satisfactory	A thoughtful presentation. visual elements and principles of art and design create a sense of mood and communicate a personal message, but may be inconsistent. Logical sequence of images; general sense of organization, but may lack unity. Evidence of research and understanding of the issue is evident. Presentation has an emotional impact and engages the audience, but does not explore deeper levels of the issue. materials, technologies, and processes chosen match the images and are often used effectively. Experiments in limited ways with image-development strategies and technologies. Beginning to recognize own strengths and weaknesses, learning to analyse work, and has made some substantial revisions to the presentation.
2 Developing	Presentation reflects most important criteria and elements. Visual elements and principles create a limited sense of mood, and the message is not always clear. Presentation lacks a logical sequence of images and appears disorganized at times. Evidence of limited research. Presentation has an effect on the audience, although not always as intended. At times engages the audience, but does not get to the deeper levels of the issue. Chosen materials, technologies, and processes do not always match the images. Experiments in a basic way with image-development strategies and technologies. Beginning to recognize own strengths and to identify areas for development. Little evidence of revisions.
1 In Progress	Showing progress; beginning to develop the required skills. Needs more time, instruction, and ongoing support in order to meet the criteria and complete the presentation. Student's performance will be assessed and evaluated upon completion.
Cannot Evaluate	Student is not attending class, has been removed from class, or refuses to participate in the assignment.

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