A Unit of Study for Media Art – Grade 10 ASM 2O: Your Place or Mine?

Unit Overview:
This unit, which should be used toward the end of the course, culminates in the students’ development of technical skills and conceptual thinking through a work of media art and process documentation. The unit focuses on the students’ use of the creative process to create an artwork that explores the untold or forgotten stories of 'a place’ and the critical analysis process to assess their own work and the work of other media artists. This unit culminates in the students’ development of technical skills and conceptual thinking through a work of media art and process documentation.
What will students learn? / Big Idea
Artists use an art medium to investigate and challenge common understandings and preconceptions about issues of personal, social or cultural significance.
Overall Expectations
A1. The Creative Process: apply the creative process to create media art works, individually and/or collaboratively;
A2. The Principles of Media Arts: design and produce media art works, applying principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts);
A3. Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.
B1.The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, assessing, and reflecting on media art works;
B2. Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values;
B3. Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in media arts and how they can be used outside the media arts classroom.
C1.Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts;
C3. Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.
Key Question
How might the creative process and critical analysis apply to my interests, my pursuits, my career, my life and the world around us?
What is the relationship between the artist’s sensory awareness and perception of a subject?
How are sensory awareness and perception communicated to influenceor manipulate the subject and an audience?
How will we know they’ve learned it? / Assessment of Learning
  1. An art work and a presentation on the story it tells.
  2. An assessment portfolio documenting the creative process and critical analysis, including student reflections - written or oral reflections peer and self assessing their learning and recording their progress
Assessment for Learning
Student learning on identified learning goals will be monitored during the learning using a variety of assessment strategies and tools. Peer, self and teacher assessment will use checklists, rubrics, journals, feedback logs and self reflections. The specific strategies and tools are identified in each lesson.
A ‘Gradual release’ of responsibility moving from modeled, guided, shared and independent learning will develop students’ self assessment skills
How will assessment and instruction be organized for learning? / What are students expected to learn? / How will we know students are learning?
Lesson 1: What is Place?
By the end of this lesson I will be able to…
  • Use a variety of ways to generate ideas for a media art work. (A1.1)
  • Use critical analysis to respond to artwork (B1.1)
  • Describe how artists use principles of media arts and elements of art to express their awareness and perceptions of ‘place’(B1.2)
/ Checkpoint:#1
Can they identify the characteristics of ‘place’?
Student list at least five characteristics of place.
Can students describe their awareness and perceptions?
Students complete a sensory awareness and a perception concept word web/graphic
Can students identify the criteria for an effective art work?
Students list the criteria for an effective art work on an anchor chart.
Lesson 2: Generating Ideas
By the end of this lesson I will be able to…
  • Use stages of the creative processand critical analysis to generate ideas for a media art work (A1.1, B1.2, B1.3)
  • Record myplanning and explain my thinking related to the creative and analytical processes (A1.5)
  • Identify and apply collaborative skills effectively in a group production (C3.4)
/ Checkpoint:#2
Can student gather evidence of thecreative process and critical analysis?
Students make additional entries to the sensory and perceptual word webs
Can students explain their thinking?
Students complete the decision making Place Mat
Are students developing the knowledge and skills?
Students self assess using the Skills Inventory
Lesson 3: Telling the Story of a Place!
By the end of this lesson I will be able to…
ouse the creative and critical analysis processes to produce a finished work that meets the success criteria (A1 and A2 clusters)
oidentify and describe how my art work reflects my personal experiences, awareness, and perception of the space I chose, and how my art work may in turn manipulate or influence the space (B2.1 and 2.4)
oidentify and apply safe, healthy, and environmentally friendly work practices in the production of my media art work (C3.1, 3.3) / Checkpoint:#3
Evidence of Creative Process? What evidence can be gathered of the creative process?
TOOLS:
- skills inventory ... artist statement (before and after) ... reflection ... next steps
-documentation of the creative process (sketchbook, storyboard, contact sheets, raw video, raw audio)
- final art work
Evidence of Critical Analysis process? What evidence can be gathered of the critical analysis process?
TOOLS:
3-STEP INTERVIEW- between individuals, using success criteria for descriptive feedback
Lesson 4: Learning from My Peers!
By the end of this lesson I will be able to…
  • apply criteria to an art work and peer assess the artwork using descriptive feedback linked to the criteria
  • Give and receive descriptive feedback and use thefeedback to revise myart work
/ Checkpoint:#4
Can the students use the success criteria to assess a piece of media art?
Triads of students use a ‘Three Step Interview’ to peer assess another’s piece of artwork using ‘Stars and Steps’format.
Lesson 5: My Artistic statement!
By the end of this lesson I will be able to…
  • use the creative process and critical analysis produce a finished art work (A1 and A2)
  • identify and describe how my art work reflects themy personal experiences, awareness, and perceptions, and how my art work uses the space (B2.1 and 2.4)
  • identify and apply safe, environmentally friendly work practices in myproduction (C3.1, 3.3)
/ Checkpoint:#5
Can the student write an Artist’s statement?
Students create an artist’s statementoutlining their understanding of ‘place’ and explaining the message in the Artwork
Can students document the process?
Students document using one of a sketchbook, storyboard, contact sheets, raw video, raw audio, And participate in a 3-STEP INTERVIEW and record their feedback in their process journal.
Lesson 6: So What, Now What?
By the end of this lesson I will be able to…
  • present anart work to an audience and observe an art work being presented as part of an audience (A1.4, C3.5)
  • use critical analysis to peer and self assess art work using criteria (B1.3)
  • identify the artistic knowledge and skills required to produce media art (B3.3)
  • describe how artisticknowledge and skills can be applied in everyday life (B3.3)
  • explain the relationship between sensory awareness and perception and artistic expression
/ Checkpoint: #6
Can students identify the criteria for success in each media presentation?
Students will peer and self assess using checklist and/or rubric identifying what was done well and needs improvement.How can these be adjusted to be checkpoints?
Can students identify and describe the stages of the creative process and the collaborative skills they have developed?
Student will review and complete their skills inventory and write their final reflections in their process journal.