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Arts Education 10-12
The Nova Scotia English arts education curriculum includes expectations that incorporate media education themes. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Arts Education (2001) includes a section that demonstrates the complementary relationship between media literacy and arts education:
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Best Practices
There are several challenges in identifying evidence-based best practices in media education: first, because most evaluations compare media literacy interventions either to a control group or to another intervention not based on media literacy; second because, as noted above, there is often a mismatch between what a program is teaching and the results it is measuring. As a result, “empirical evidence of best pedagogical practice, as opposed to self-testimony or retrospective reporting, is scarce”[1]; in other words, while we can say generally that media literacy works, it is difficult to say precisely which elements of media literacy programs work better than others.
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Movies - Special Issues for Young Children
- It can take young children several viewings to fully absorb and understand the story and images in a movie. Indulge their need to watch a favourite movie over and over again. They're learning more every time, as well as getting comfort from the familiar.
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Television - Overview
Most of us have happy memories of watching television with our families when we were young. But what was once a simple shared pastime has become an increasingly complex—and sometimes problematic part of modern family life.
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Arts Education
Media components are found in all three goals of the Saskatchewan Arts Education curriculum: Creative/Productive, Critical/Responsive strand and Cultural/Historical.