Media Arts 12 - Context

• analyse roles that media arts have in reflecting, sustaining, and challenging beliefs and traditions
• evaluate how content and form influence and are influenced by historical, social, and cultural context
• justify personal interpretation of and preferences for media artworks
• demonstrate an understanding of the skills and training needed to pursue media arts careers

• 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
• select and defend choices of media arts technologies, form, and content to reflect the intended audience and purpose
• develop a presentation of media arts images for a specific purpose or venue

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

• Have students each select a promotional piece that contains a stereotypical image and re-create the work, breaking the stereotype. Invite students to compare images and messages.
• Have students view remakes of old television shows or films and analyse the similarities and differences in the places and times in which they were produced. Ask each student to select one scene and reproduce it in his or her own style, using preferred materials and technologies. Have them justify their interpretations.
• As a class, brainstorm career opportunities in media arts. Have students select specific careers to research, then use a variety of materials and technologies to develop advertising campaigns to attract applicants for the jobs they selected.
• Suggest that small groups of students each choose a current social issue (e.g., AIDS, world peace, land claims) and develop a presentation to influence the attitudes and emotions of the school community.
• Have students analyse how advertising in various mass media (e.g., print, radio, the Internet) persuades particular audiences to believe in a product or idea. Ask them to consider their analyses as they each create a media artwork to influence a specific audience.
• Form two groups to document a school event. Have each group present the event from a different point of view and justify its interpretation.
• Have students in groups create soundscapes by, for example, combining voice, musical instruments, and found sound. Have groups exchange recorded soundscapes and create images to accompany one another's work. Groups then present their work and analyse the effectiveness of each combined piece. Save and share the soundscape collections for future projects.
• Have groups of students create site-specific media arts presentations. Engage them in a discussion about how site and presentation affect each other.

• Have students collect images and use media arts technology to prepare displays. Assess the extent to which students consider:
  • the nature of the audience
  • the desired effect
  • how lighting, background materials, and spatial arrangements affect the display
  • co-operation with others to resolve problems arising from the need to share space, equipment, or other facilities
• Ask students to examine a collection of materials, posters, cartoons, and advertisements on a specific social issue. Probe students' understanding by asking questions such as:
  • How has each source approached the subject?
  • What message is each trying to convey to viewers?
  • How have the artists portrayed the issue?
  • How important is the medium to the message?
  • What differences do you notice among opposing groups (e.g., political parties, interest groups)? Different cultural groups?
• Have students work in groups to analyse the same images or subjects in a variety of contexts and report on how the characteristics of the images and materials used reflect particular cultures or styles. Look for evidence that students:
  • recognize particular cultural characteristics
  • make connections between meaning and the use of materials
  • present their ideas clearly
  • consider other students' points of view
• Have students select and display works from their portfolios, along with artists' statements. Encourage them to reflect on the relationships between their views and their artwork by asking questions such as:
  • What makes this issue or topic important to you?
  • In one sentence, what is your message?
  • How do the parts of your work help to communicate your message?
  • What might make your message stronger?
  • In what ways have you incorporated characteristics of other movements, periods, or artists' styles in your work?

• Color, Second Edition
• Design Principles and Problems, Second Edition
• Design Synectics
• Living With Art, Fourth Edition
• 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

Previous Page Next Page

  BC Ministry of Education Home Page