BC Education - Preface: Using This Integrated Resource Package

This Integrated Resource Package (IRP) provides some of the basic information that teachers will require to implement the Visual Arts 11 and 12 curriculum. The information contained in this IRP is also available through the Internet. Contact the Ministry of Education's home page: http://www.bced.gov.bc.ca/

The Introduction

The Introduction provides general information about Visual Arts 11 and 12, including special features and requirements. It also provides a rationale for teaching Visual Arts 11 and 12 in BC schools.

The Media Arts 11 and 12 Curriculum

The main body of this document consists of the Media Arts 11 and 12 courses of the Visual Arts 11 and 12 curriculum. When the other visual arts courses are revised, they will be added to this IRP. There are four columns of information for each organizer in the Media Arts 11 and 12 courses. These columns describe:

provincially prescribed learning outcome statements for the subject area
suggested instructional strategies for achieving the outcomes
suggested assessment strategies for determining how well students are achieving the outcomes
provincially recommended learning resources

Prescribed Learning Outcomes

Learning outcome statements are content standards for the provincial education system. Prescribed learning outcomes set out the knowledge, enduring ideas, issues, concepts, skills, and attitudes for each subject. They are statements of what students are expected to know and be able to do in each grade. Learning outcomes are clearly stated and expressed in measurable terms. All learning outcomes complete this stem: "It is expected that students will. . . ." Outcome statements have been written to enable teachers to use their experience and professional judgment when planning and evaluating. The outcomes are benchmarks that will permit the use of criterion-referenced performance standards. It is expected that actual student performance will vary. Evaluation, reporting, and student placement with respect to these outcomes depends on the professional judgment of teachers, guided by provincial policy.

Suggested Instructional Strategies

Instruction involves the use of techniques, activities, and methods that can be employed to meet diverse student needs and to deliver the prescribed curriculum. Teachers are free to adapt the suggested instructional strategies or substitute others that will enable their students to achieve the prescribed outcomes. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Suggested Assessment Strategies

The assessment strategies suggest a variety of ways to gather information about student performance. Some assessment strategies relate to specific activities; others are general. These strategies have been developed by specialist and generalist teachers to assist their colleagues; they are suggestions only.

Recommended Learning Resources

Provincially recommended learning resources are materials that have been reviewed and evaluated by BC teachers in collaboration with the Ministry of Education according to a stringent set of criteria. They are typically materials suitable for student use, but they may also include information primarily intended for teachers. Teachers and school districts are encouraged to select those resources that they find most relevant and useful for their students, and to supplement these with locally approved materials and resources to meet specific local needs. The recommended resources listed in the main body of this IRP are those that have a comprehensive coverage of significant portions of the curriculum, or those that provide a unique support to a specific segment of the curriculum. Appendix B contains a complete listing of provincially recommended learning resources to support this curriculum.

The Appendices

A series of appendices provides additional information about the curriculum and further support for the teacher.

Appendix A lists the prescribed learning outcomes for the curriculum arranged by curriculum organizer and grade.
Appendix B contains a comprehensive, annotated list of the provincially recommended learning resources for this curriculum. This appendix will be updated as new resources are evaluated.
Appendix C outlines the cross-curricular reviews used to ensure that concerns such as equity, access, and the inclusion of specific topics are addressed by all components of this IRP.
Appendix D contains assistance for teachers related to provincial evaluation and reporting policy. Prescribed learning outcomes have been used as the source for samples of criterion-referenced evaluation.
Appendix E acknowledges the many people and organizations that have been involved in the development of this IRP.
Appendix F contains definitions of terms specific to this IRP.

Explanation of Section

Curriculum Sub-Organizer as seen on the World Wide Web

Grade and
Curriculum Organizer

Media Arts 11 - Image-Development and Design Strategies

Prescribed Learning Outcomes

PRESCRIBED LEARNING OUTCOMES

Perceiving/Responding

It is expected that students will:

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

Creating/Communicating

It is expected that students will:

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

Suggested Instructional Strategies

SUGGESTED INSTRUCTIONAL STRATEGIES

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 about the success of final images.

Suggested Assessment Strategies

SUGGESTED ASSESSMENT STRATEGIES

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 images, then have them interpret the message or theme by creating a presentation. 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