1. describe various media preproduction considerations
1.1 describe the different types of production work flow; e.g., storyboard, script, shot list, flowchart
1.2 consider final output and the criteria that it dictates
1.3 describe the characteristics of a plan; e.g., beginning, middle, end; appropriate length; audience needs
Lessons
1. develop skills using production elements
1.1 use correct terminology in describing equipment, techniques, processes and procedures
1.2 demonstrate a variety of production elements through project work; e.g., camera framing and focusing, lighting, audio manipulation
1.3 demonstrate continuity and sequencing; e.g., costumes, lighting, location
1.4 identify and employ correct use of audio and video file formats
1. apply postproduction techniques to complete an audio and/or a video project according to a production plan
1.1 produce an audio and/or video project, using prepared production plans and storyboards
1.2 identify and employ appropriate use of file formats
1.3 investigate and explain emerging editing technologies and recording and editing methods
1.4 import audio and/or video
1.5 edit, manipulate and arrange imported audio and/or video in a time line
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
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: