1. apply advanced production techniques and strategies to produce an audio and video project
1.1 follow a preproduction plan
1.2 apply appropriate skills and demonstrate refinement
1.3 investigate emerging audio and video technologies or formats
1.4 explore refined, unique and innovative shot selections
Lessons
1. apply advanced postproduction techniques to produce a completed audio and video project
1.1 prepare a list regarding how edits will be carried out, using prepared production plans and storyboards and produce an audio and video project based on outlined criteria
1.2 add video transitions
1.3 create dynamic titles
1.4 apply editing tools, considering:
1.4.1 multicamera editing
1. develop a strategy for an advertising campaign to promote a product, using two or more types of media
1.1 identify a product and/or client (e.g., personal grooming product/producer) and create a brief and/or client parameters (e.g., cost, time line, print, audio, video)
1.2 understand the product and what makes it unique and valuable by:
1.2.1 learning about the product; e.g., history, background, environmental impact, use, key features
Concepts
The Manitoba Curriculum Framework of Outcomes for Music 9-12 (2014) identifies four essential learning areas:
Making (M-M) The learner develops understanding of and facility with language and practices for making music.
Creating (M-CR) The learner generates, develops, and communicates ideas for creating music.
Connecting (M-C) The learner develops understandings about the significance of music by connecting music to diverse contexts.
Overall Expectations
The learner develops understandings about relationships between music and multiple contexts past and present by:
Specific Expectations
An important goal of the Manitoba Visual Arts curriculum to is the help students “mature into visually and artistically literate adults able to enjoy, participate fully in, and think critically about and within the evolving visual culture that surrounds and exerts influence in their lives.” As a result, digital media literacy expectations are found throughout the curriculum at all grade levels.
Connecting: The learner develops understandings about the significance of dance, dramatic arts, music, or visual arts by making connections to various times, places, social groups, and cultures.
The learner develops understandings about people and practices in the visual arts by:
The Manitoba Ministry of Education defines Career Development in this way:
The new realities of the contemporary workplace and the contemporary worker have changed our perception and use of the concept of career. Career development is now viewed as complex and multidimensional, involving growing through life and work - an interweaving of learning, experiencing, living, working, changing, and identifying and discovering pathways. Thus career development can be seen as the creation of an individual's life/work designs.
Overall Expectations
GLO A: Build and maintain a positive self-image.
Specific Expectations
1.A.1 Recognize how positive characteristics are the basis of a positive self-image.
1.A.2 Describe and practise how self-image influences behaviour.
1.A.3 Describe and recognize how personal behaviours influence the feelings and behaviours of others.
1.A.4 Demonstrate behaviours that will build self-esteem in self and others.