Media Arts 11 - Image-Development and Design Strategies

• compare the effect of images developed using two or more media arts technologies
• relate the design of media arts images to content and function
• identify the impact of traditional and modern technologies on image development and design
• analyse ethical, moral, and legal considerations associated with using media arts technology for image development

• create media arts images using a variety of design strategies and image sources to reach a specific audience or achieve a specific purpose
• solve a design problem using one or more media arts technologies
• use a variety of media arts technologies and design strategies to create a series of images focussing on one subject or theme
• create images using sound and movement

To view the prescribed learning outcomes for Media Arts 11 - Image-Development and Design Strategies in Grade 12 click on the icon below.

• Discuss with students time-based and real time, and ways to enhance impact by condensing, expanding, or reversing time. Challenge them to first record an event in real time (e.g., eating an apple), then select a method to enhance the event and record it as a storyboard, script, sketch, or tape manipulation.
• Ask students to find examples of ways still images have been transformed to create a sense of motion (e.g., flip books, Muybridge's photographs, Duchamp's Nude Descending a Staircase, McLaren's animations). Have them use one of the techniques to create new works from personal still images.
• Show students a popular work that refers to a classic (e.g., stairway scene in DePalma's The Untouchables, which recalls the Odessa steps scene in Eisenstein's The Battleship Potemkin). Have students discuss the form, function, and content of each. Pose the question: Do the examples illustrate appropriation of or homage to another's work? Ask them to discuss when or whether appropriated images can become their own.
• Invite students to select still images and create lead-up and follow-up scenarios. Have them discuss or write about the effect of the scenarios on the images.
• Invite each student to select an image and use available technology (e.g., tracing paper, photocopier, scanner) to make several reproductions. Encourage them to distort, flip, fragment, enhance, colour, or combine examples. Have students develop collages for presentation and discussion.
• Ask each student to record a sound and develop an image (e.g., Video, photograph) to reflect it. Invite them to comment on the success of final images.

• When students compare a classic work to a popular work, note the extent to which they:
  • identify specific features of form, function, and content that are similar and different
  • explain how different contexts affect the representation of the images
  • link images and themes from original to contemporary
  • explain why the images presented are appropriate for their times
  • identify how the choice of materials and technologies affects form, function, content, and the representation of images
• After students have viewed a still image such as a calendar picture, have them compose descriptive paragraphs, word webs, or outlines of key words and phrases that capture the image, then have them interpret the message or theme by creating presentations. Look for evidence of the following in each presentation:
  • choice of materials is appropriate to the theme
  • interpretation of message is clear
  • media arts technology used enhances the message or theme
  • the work has the intended effect on the audience
• In students' written analyses of a media artwork, note the extent to which they:
  • describe how the technology affects the image
  • document legal considerations in the use of technology
  • outline moral and ethical considerations when using technology
  • evaluate the success of their work in terms of audience response
• Discuss with students the purpose and features of an effective portfolio. Collaborate with them to review models and list required elements. Have students develop portfolios that include a variety of:
  • works expressing specific thoughts or themes
  • technologies and materials
  • storyboards of images and ideas
  • journal entries or artist's statements

• Creating and Understanding Drawings
• Design Principles and Problems, Second Edition
• Design Synectics
• The Desktop Color Book
• For the Love of Simple Linework
• 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
• The New Digital Imaging
• Starting from Scratch
• Virtual Reality

• Artropolis 93 Interactive

Previous Page Next Page

  BC Ministry of Education Home Page