Fine Arts Overview
Many curricular expectations in Alberta Fine Arts courses relate to digital media literacy. The following excerpts from are Fine Arts curriculum document on the LearnAlberta website:
Many curricular expectations in Alberta Fine Arts courses relate to digital media literacy. The following excerpts from are Fine Arts curriculum document on the LearnAlberta website:
According to the 2023 Elementary English Language Arts and Literature curriculum, “Language is a uniquely structured system that forms the basis for thinking, communicating, and learning.” The curriculum is built around the six strands of language learning: reading, writing, listening, speaking, viewing, and representing, with each strand touching on aspects of digital media literacy. The K-6 curriculum notes that English Language Arts and Literature “[helps] students develop deep understandings of others and themselves, build and strengthen interpersonal relationships, and engage in responsible citizenship,” integrating digital citizenship within citizenship education. To that end, digital media literacy education is integrated into elements of ethical citizenship, critical analysis of literature, differentiation of fact from opinion, access of information, and citation of sources.
This outcome chart contains media-related learning outcomes from the Alberta, Grade 9 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
This outcome chart contains media-related learning outcomes from the British Columbia, Grade 8 Social Studies curriculum, with links to supporting resources on the MediaSmarts site.
Indigenous education is the overarching incorporation of indigenous perspectives across Manitoba’s curriculum. Many curricular expectations in Manitoba Aboriginal Language and Studies courses relate to media and digital literacy. The following excerpt from Current Topics in First Nations, Metis and Inuit Studies (2011) detail how media and digital literacy have been integrated into the curriculum:
What we see – and don’t see – in media affects how we view reality. Media works can be imagined either as mirrors that reflect an audience’s own experience, windows that give them access to experiences they otherwise wouldn’t have known, or in some cases both.
Indigenous people remain highly stereotyped in most mass media, in ways that are sometimes less remarked upon than stereotypes of other groups. This section examines how Indigenous people are represented, and participate, in various media and how media education can help both Indigenous and non-Indigenous youth understand the impact of stereotyped representations.