Media Arts 11 - Materials, Technologies, and Processes

• analyse how materials, media arts technologies, and processes are used to affect the meaning of images
• demonstrate an understanding of the evolution of media arts technology used to make images
• consistently use appropriate vocabulary when discussing media artworks and associated materials, technologies, and processes

• use a variety of materials, media arts technologies, and processes to create images
• apply appropriate materials, media arts technologies, and processes to achieve their intent in media artwork
• use and maintain materials, equipment, and work space in a safe and environmentally sensitive manner

To view the prescribed learning outcomes for Media Arts 11 - Materials, Technologies, and Processes in Grade 12 click on the icon below.

• Encourage students to create and regularly update dictionaries of terms specific to media arts and media arts technology.
• Suggest that students keep ongoing logs that record the materials, technologies, and processes they use to manipulate images. The logs might include the headings Activity, Date, Materials, Technology, Process, and Comments. Have students contribute to a classroom log, documenting useful innovations, techniques, or shortcuts they discover.
• Have groups of students represent a specified subject and sequence (e.g., a person making a sandwich) using different available technologies. After groups present their work, invite students to discuss the effects of different technologies.
• Have students each select a scene from a favourite movie that could be represented as a continuous loop. Ask them to re-create the scenes using historical animation techniques (e.g., phenokistoscope, zoetrope). Engage them in a discussion about the strengths and limitations of each technique.
• Invite students to visit and report back on studios and work spaces that use media arts technologies and processes.
• Have students investigate environmental concerns related to available media arts technologies. In pairs, have students create media arts presentations to illustrate safe and environmentally sensitive use of these technologies.
• Ask each student to relate a favourite childhood story using appropriate materials, technologies, and processes to reproduce the narrative or convey the emotions surrounding the story. Have students plan, create, and present versions of their stories, then discuss how the technologies and processes affected them.

• Work with students to create a review form for self-assessment or peer feedback that considers:
  • effective use of new materials, technologies, and processes
  • planning stages of image development
  • safe, moral, ethical, legal, and environmentally sound practices for the use of materials, technologies, and processes
• Ask students to collect and display examples of images created using a variety of new technologies. Have them work in small groups to discuss, analyse, and report on specific examples or groups of work. Look for evidence that they are able to analyse the techniques and the effects created. Questions might include:
  • How are materials combined?
  • Why were these choices made?
  • What considerations were necessary when using these technologies?
• Form groups and have students create displays that focus on their use of materials, technologies, and processes. Ask each group to submit a plan for its exhibition, identifying themes, works to be included, a plan of the display space, a summary of how the group plans to engage the audience, and a viewer's response form. Work with students to establish guidelines and criteria for self-, peer, and teacher assessment. Invite members of the community to the display.
• Together with students, develop a set of standards for working in the art room or studio. Work with students to turn the standards into checklists for self- and peer assessment. Standards might include:
  • works co-operatively, showing respect for others and the works created
  • shows correct and safe use of materials and equipment
  • understands environmental concerns (e.g., safe disposal of materials)
  • recognizes legal, moral, and ethical considerations

• Color, Second Edition
• Creating and Understanding Drawings
• The Desktop Color Book
• 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
• Portable Video Production
• Starting from Scratch
• Virtual Reality

• A Stroll in XXth Century Art

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