Media Arts Grade 11
Open (ASM3O)
This course emphasizes the development of the knowledge and skills required for the production of De’VIA media art works (e.g., robosculpture, photocopy art, computer animation with ASL). Students will develop an appreciation of the history of Deaf media arts through analysing specific works, and will create media art works using a variety of technologies (e.g., digital camera, photo-imaging software, computer-modelling software, synthesizer, videotape).

Note: With the emerging interplay between the Deaf experience and the current media arts, this presents an opportunity for students to explore and combine the Deaf experience, especially through the integration of De’VIA characteristics with current media arts.

Reference: For a list of links, please click on “Media Arts Resources”.

Overall Expectations

By the end of this course, students will:
• use appropriate vocabulary to discuss media art in a variety of contexts;
• describe how various concepts (e.g., elements, principles, De’VIA characteristics) and techniques and procedures are used in their media art works and the works of others;
• describe media art works that incorporate De’VIA characteristics in terms of their historical foundations (e.g., in cinematography, videography);
• use both traditional and emerging technologies, concepts and procedures to create media art works;
• apply the stages of the creative process (e.g., researching, exploring, experimenting, executing, evaluating) to create De’VIA art works individually and in groups;
• use concepts and procedures that De’VIA media arts shares with other arts when creating works of media art;
• analyse the impact of De’VIA media art works and productions on themselves and the Deaf and hearing communities (e.g., Mosdeux, 15th WFD Congress Animated video “Pedro”, See Hear, and Dramaski).

Specific Expectations

By the end of this course, students will:
• demonstrate an understanding of the use of De’VIA media arts elements, principles, technologies, and procedures in their art works and those of others, using appropriate vocabulary (e.g., ephemeral with regard to an installation, interactive with regard to performance art, manual and non manual linguistic features with regard to ASL);
• identify elements, principles, and other concepts in a work of media art that are found in other art forms (e.g., the elements of dance in performance art, the elements of ASL in ASL poetry).
• describe the contribution of technology to media arts (e.g., the effect of digital technology on the development of media arts and access for the Deaf community);
• use media arts elements, principles, technologies, and procedures to create hybrid works of art that combine visual images and movement (e.g., Mosdeux, Orkid Sassouni);
• demonstrate skills in using computer hardware and software (e.g., digital recorder, digital camera, photo-imaging software, computer-modelling software) to produce a work of digital media art (e.g., Pedro animated video – 15th WFD Congress video);
• analyse and compare ways in which examples of De’VIA media art have an effect
on their lives;
• explain how De’VIA media arts productions can be used to express social and cultural realities (e.g., “The Deaf Family” by Mosdeux);
• analyse the symbolic function of De’VIA elements in a selected work of media art (e.g., ASL in 15th WFD Congress animated video, Orkid Sassouni, and Tim Mallach’s photography work);
• explain the importance of media arts in the expression, transmission, and promotion of Deaf culture (e.g., the impact of media arts on the promotion of Deaf culture as an example of a cultural & linguistic minority group, using See Hear production, Dramaski production, Con Mehlum production).


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