Video Games - Special Issues for Teens
For most teens, playing video games is just another recreational activity they enjoy with friends. The concern is when video game playing becomes an addictive or isolating activity.
For most teens, playing video games is just another recreational activity they enjoy with friends. The concern is when video game playing becomes an addictive or isolating activity.
Music is one of the most popular and powerful forms of media that kids and teens consume: more than half of Canadian teens say they would die without it, and nearly all consider it very important to their lives. [1]
MediaSmarts is governed by an elected, volunteer Board of Directors, which includes representatives of leading media companies and stakeholder sectors, including education, libraries, and community and youth-serving organizations.
Students will be able to use the creative process to create and respond to the arts:
Exploring and creating
Explore artistic elements, processes, materials, tools, and techniques
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
Explore artistic expressions of self, community, and culture through creative processes
MediaSmarts Resources
Outcome Chart - Nova Scotia - Drama Grade 10
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:
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.
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.