Media Arts 11 - Context

• identify roles that media arts have in reflecting, sustaining, and challenging beliefs and traditions
• analyse how context and purpose influence the content and form of media artworks
• explain personal interpretation of and preferences for selected media artworks
• demonstrate an understanding of various career options in the media arts

• create images using media arts technology that:
• defend values and traditions
• reflect the characteristics of other artists, movements, and periods
• reflect historical and contemporary themes
• create a media artwork for a specific audience
• evaluate audience response to a presentation of media artworks

To view the prescribed learning outcomes for Media Arts 11 - Context in Grade 12 click on the icon below.

• Have students collect examples that illustrate how media arts reflect, enhance, or subvert traditional societal beliefs. Invite them to discuss their findings with the class.
• Suggest that students research similarities and differences among media arts genres (e.g., documentary, experimental, animation). Ask them how the choice of genre affects content and approach.
• Have students create media artworks from the point of view of an animal, insect, fish, or bird. As a class, discuss with students how point of view influences the portrayal of the world.
• In their journals, have students review various media arts presentations and provide reasons for their preferences.
• Ask students to interview artists who work with media arts technology. As a class, discuss how an artist's work is affected by career possibilities and economic concerns.
• Have each student create two media artworks, each expressing an opposing position on an issue. Discuss the effectiveness of each presentation.
• Ask students to examine media artworks created for specific purposes (e.g., commercial, educational). Challenge them to analyse the choices the artists made and to evaluate how effectively each work achieves its purpose.
• Ask students to each find a historical image (e.g., photo, film clip), then use media arts technologies to transpose the image by juxtaposing it with contemporary sound and motion. Have them describe how they maintained the historic focus of the images.
• As a class, choose a social issue (e.g., vandalism, racism). In groups, have students develop media arts presentations depicting the issue for a selected audience (e.g., seniors, parents, administration). Discuss with students the ways audience response can be evaluated.
• Ask each student to create a combined visual and aural self-portrait and present it to the class for evaluation.

• Ask students to produce lead-up or follow-up scenarios for a given still image. Look for evidence that each scenario:
  • clearly represents statements about society and societal values
  • conveys mood, time, place, and context
  • has a distinct beginning, middle, and end
  • presents a problem, climax, and resolution
  • represents and enhances supporting details from the original
  • shows resourcefulness in manipulation of materials and technologies
• As groups research specific art careers (e.g., determine required skills, training, education, demand, or employment opportunities) and present their findings (visually, orally, or using a variety of media arts technologies), note the extent to which they are able to:
  • be precise about the requirements of the careers they are researching
  • use a variety of resources to research the information, including counsellors and government agencies, and visits to offices, studios, and job sites
  • present the information to their classmates in coherent ways
• Have the class attend a presentation of a controversial, contemporary media arts performance, then demonstrate their understanding of the artist and the issues involved by responding (visually, orally, or in writing) to questions such as:
  • Why was the show controversial? Explain your point of view.
  • What do you believe was the artist's intent?
  • How has the performance affected you, other members of the audience, and the community?
• In the self-portraits students create, look for evidence of:
  • personal characteristics in the images
  • content organized to portray themselves as intended
  • effort to have an emotional impact on the audience
  • self-reflection and analysis

• Color, Second Edition
• Creating and Understanding Drawings
• Design Principles and Problems, Second Edition
• Design Synectics
• Living With Art, Fourth Edition
• Making a Good Layout
• The Photographic Eye
• Photography, Fifth Edition
• Video in Focus

• Artropolis 93: Process and Transformation
• Computer Careers for Artists
• Electric Dreams (Computer Imaging)
• Gasping for Air
• Media and Advertising, Module A
• Portable Video Production
• Virtual Reality

• Artropolis 93 Interactive
• A Stroll in XXth Century Art

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