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
Overall Expectations
GLO A: Build and maintain a positive self-image.
Specific Expectations
1.A.4 Discover the importance of developing a realistic and positive self-image and the consequences of an erroneous one.
1.A.5 Identify how a realistic and positive self-image contributes to self-fulfillment, both personally and professionally.
1.A.6 Evaluate the impact of self-image on self and others.
MediaSmarts Resources
Outcome Chart - Newfoundland and Labrador - Writing 2203
GCO 2: Analyze the interconnectedness of art and culture
Skill Descriptor:
SCO 2.2 Describe how art reflects culture and culture reflects art.
Concepts and content:
Artists are motivated to create for a variety reasons and intentions including:
As society changes, art responds. As art changes, society responds.
The last few weeks have shed an unprecedented light on the use of digital media to spread and inspire hatred. Michael Zehaf-Bibeau, the perpetrator in the attacks on Canada’s National War Memorial and Parliament buildings, appears to have been motivated in part by exposure to online postings by a self-described member of the Islamic state[1], and the Federal government has already stated that it intends to create tools to remove online content that promotes the “proliferation of terrorism.”[2]
This outcome chart contains media-related learning outcomes from the Northwest Territories, Grade 9 English Language Arts curriculum, with links to supporting resources on the MediaSmarts site.
With the tremendous success and spread of social networking sites like Facebook and MySpace, along with home-broadcasting sites such as YouTube and Flickr, many people have become concerned about what effect they will have on our attitudes towards privacy. Now a new question has arisen: whether Facebook postings violate the Youth Criminal Justice Act if they identify suspects or victims covered under the act.
Outcome Chart - Ontario - Media Arts 11 (Open)
This outcome chart contains media-related learning outcomes from the British Columbia, Grade 12 English First Peoples curriculum, with links to supporting resources on the MediaSmarts site.