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Course Profile
Media Studies, Grade 11, Open, Catholic
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
Catholic
District School Board Writing Teams – Media Studies
Lead
Board
Toronto Catholic District School Board
Project Manager:
Myra Junyk, Language Arts Department TCDSB
Course
Profile Writing Team
Don Walker, Bishop Allen Academy (Lead Writer)
Carmela Arangio, Bishop Allen Academy (Writer)
Myra Junyk, Language Arts Department TCDSB (Writer)
Reviewers
Liz Flynn, Archbishop Romero Catholic Secondary School
Christine Genorio, Marian Academy
Noel Martin, Retired Superintendent TCDSB
Mark Webster, Dufferin Peel Catholic District School Board
Course Overview
Media Studies, Grade 11, Open, EMS3O
Secondary
Policy Document: The Ontario Curriculum, Grades 11
and 12, English
This
course emphasizes the knowledge and skills that will enable students to
understand media communication in the twenty-first century and to use media
effectively and responsibly. Through analysing the forms and messages of a
variety of media works and audience responses to them, and through creating
their own media works, students will develop critical thinking skills,
aesthetic and ethical judgement, and skills in viewing, representing,
listening, speaking, reading, and writing.
The
primary goal of Catholic education is to assist young people in becoming
discerning believers who demonstrate fidelity to the vision of Jesus and a
commitment to furthering His kingdom. The Roman Catholic tradition values a
sacramental vision of life. All of reality can be signs of God’s abiding
presence. It is in this analysis that both the obstacles to the Gospel message,
as well as signs of its promise are to be found. Christians, committed to this
vision of Jesus, hold that all value systems are ultimately to be seen in terms
of the Gospel. Media education allows young people to recognize and to
celebrate values that are in concert with those of Jesus’ kingdom, and to
challenge those that are not. From this perspective, media education challenges
young people to be engaged in critical analysis of culture and mass media. It
is in this analysis that both the obstacles to the Gospel message, as well as
signs of its promise, are found.
·
The
Grade 11 Open Media Course has as its prerequisite English, Grade 10, Academic
or Applied.
·
Open
courses are designed to broaden students’ knowledge and skills in subjects that
reflect their interests and to prepare them for active and rewarding
participation in society. They are not designed with the specific requirements
of universities, colleges, or the workplace in mind.
·
The
Grade 11 Open Media Course could be successfully linked with Media Arts, Media
Technology, or Cooperative Education.
·
The
choice of resources should reflect students’ diverse interests, abilities, and
backgrounds. The selection of texts should be sensitive to the community in
which the curriculum is delivered.
·
Teachers
need to ensure that the classroom provides an environment that promotes respect,
acceptance, integration, and a vision of the Catholic faith community.
·
It
should be noted that advertising is integrated throughout several units since
it impinges on all aspects of media.
·
Increasing
reliance on computers, information technologies, television, film, and other
media demand that students develop “media literacy” skills. Media literacy is
the ability to access, select, critically evaluate, and create media messages
to solve problems and to make decisions based on these evaluations.
·
The
learning expectations of this course fall under the three strands of Media
Text, Media Audience, and Media Production. While each category provides an
excellent starting point for exploring personal, cultural, and spiritual
values, it is important to appreciate that the issues and questions that emerge
from this model overlap and are interrelated. In this profile, those categories
are expressed through the key concepts of media literacy. The first unit of
this profile is an exploration of these key concepts, which are the basis for
all other units in the profile.
·
It
is imperative that teachers instruct students in the appropriate use of
technology, emphasizing the critical, ethical, and safety issues associated
with the use of the Internet and audio-visual equipment.
·
As
many of the units involve the use of existing images and sounds, consideration
needs to be given to copyright laws. Many existing resources have specific
limitations on viewing or reproduction. Resources should be consulted for
copyright clearance.
·
Teachers
need to be open to new and evolving ideas in media and popular culture.
·
All
materials must be previewed by teachers before sharing with students. Some are
for teacher reference only and may contain material that is inappropriate for
students.
·
Teachers
need to be sensitive to the reality that many students will have vested
interests in particular areas of mass media and popular culture.
·
In
an effort to provide opportunities to promote student learning across the
curriculum, teachers should work with (and invite into the class when
appropriate) the art teacher, technology teacher, drama teacher, English
teacher, librarian, chaplain, Social Science teacher, Science teacher, media
and computer technician, and guidance personnel.
·
Opportunities
should be provided to members of the local community, especially those with
media expertise, to contribute to student learning.
·
Students
are required to create media products. Teachers may need to amend or alter the
activities suggested in this profile given the local availability of technology
and expertise. The media products created by students should be sensitive to
the variety of different cultures, races, and experiences in the classroom, and
should reflect the Catholic Christian vision of the school.
·
This
course is intended to be one step in the ongoing process to develop the skills,
values, and beliefs that are necessary to fulfill the Catholic Graduate
Expectations. Teachers must guide students and provide opportunities for them
to discuss, analyse and evaluate issues as they relate to their own lives and
to the influence of faith in their lives.
·
Teachers
must be sensitive to students with special needs and to students who are
enrolled in the English as a Second Language program. When necessary, modifications
and accommodations must be made to the course activities to ensure student
learning.
|
Unit 1 |
Communication
Theory and the Key Concepts of Media Literacy |
15
hours |
|
* Unit 2 |
Television
– What’s Inside the Box? |
20
hours |
|
Unit 3 |
Popular
Culture – Look Into the Mirror |
20
hours |
|
Unit 4 |
The
Wired World |
15
hours |
|
Unit 5 |
Stop
the Presses! – The World of Print |
15
hours |
|
Unit 6 |
Film:
The Human Story in the Cinema |
10
hours |
|
Unit 7 |
Culminating
Activity |
15
hours |
* This
unit is fully developed in this Course Profile.
– The
Spiral Curriculum
Time: 15 hours
Unit
Description
The
examination of basic media theory and of the key concepts of media literacy in
this unit lays the foundation for the course. The key concepts form a
spiralling curriculum that is revisited and developed within each of the units
in this course. Literacy today must include more than just the printed word.
Exploring the key concepts promotes a literacy that applies to all areas of
mass media. The movement of the Catholic Church since Vatican II has been one
that invites its members to be able to read “the signs of the times.”
Developing an understanding of the key concepts as seen through the lens of
faith allows students to explore in a critical fashion their relationship to
mass media. Students will demonstrate their understanding through personal
reflection, daily participation, creative writing, viewing of appropriate media
pieces, reading, and group work.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MTV.01 MT1.02,
03, 06 CGE 1d,
1h, 2b, 2e |
Knowledge |
Communications
and Symbols -
communications/mass media definitions -
semiotics: signs, symbols and systems |
|
2 |
MTV.01,
MTV.02 MT1.02,
03, 04 MT2.01,
02, 03, 04, 05 CGE 2a,
2c |
Knowledge Inquiry |
Key
Concept 1: Media as a construction of reality |
|
3 |
MTV.01,
MTV.02 MT1.01,
02, 03, 04 MT2.01,
02, 04 CGE 2a,
2c, 2e |
Knowledge Inquiry |
Key
Concept 2: Media use forms and conventions to construct their messages - film
conventions – camera angles, set design, music -
format of commercials/ad copy -
conventions of print |
|
4 |
MTV.01 MPV.01 MT1.05,
06 MP1.01,
02, 03 CGE 2a,
2b, 3b, 3c |
Application Communication |
Key
Concept 3: The form of the medium determines the message -different
media – same event – different story |
|
5 |
MAV.01,
MAV.02 MA1.01,
03 MA2.01 CGE 2b,
2c, 3c |
Knowledge Inquiry |
Key
concept 4: Media involve finance -
consumption and production cycle of our economy since the Industrial
Revolution -
advertising sponsorship -
concentration of media ownership |
|
6 |
MTV.02 MT2.01,
02, 03, 04, 05 CGE1a,
1h, 2b, 2c 3d |
Thinking Inquiry |
Key
Concept 5: All media contain value messages and ideological perspectives -
stereotypes/myths/values -
definitions of success, happiness and beauty |
|
7 |
MTV.01, MTV.02 MAV.01, MAV.02 MT1.04, MT2.03 MA1.01, 02, 03 MA2.02, 03 CGE1a, 3c, 3d |
Inquiry Communication Application |
Key Concept 6: Audience negotiates meaning - exploring personal experiences and
backgrounds which shape our understanding/appreciation of the media - aesthetics of media |
Time: 20 hours
Unit
Description
Television
plays an integral role in our society. Not only does it provide us with
enjoyment, but it also informs ideology, values, and identity. As a business,
the television industry generates billions of dollars by selling target
audiences to manufacturers of numerous products. Television’s visual appeal
make its representations of people, events, society, and the global village
convincing and credible and as a result, shapes the way we see the world and
ourselves. By examining the role of television in today’s world, students will
approach television with a critical as opposed to a passive mind. By
encouraging a critical thinking/cultural studies approach to television, students
will develop analytical skills that will help them to make informed decisions
not only in the media classroom, but also beyond. Ethical issues raised in this
television unit regarding values, identity, consumerism, racism, and violence
encourage students to be witnesses to Catholic social teaching by promoting
morality, equality, respect, and effort toward a peaceful and compassionate
society.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MAV.01,
MAV.02 MA1.02,
MA2.01, 03 CGE 2b,
2e |
Knowledge/
Understanding Application |
Introduction
to Television – Definitions -
networks and affiliates -
producers and networks -
ratings -
regulation |
|
2 |
MAV.01,
MAV.02 MA1.02,
MA2.04 CGE 2b,
2e |
Thinking/
Inquiry Communication |
Programming
Strategies -
ratings -
advertising -
demographics -
advertising appeals and claims -
scheduling strategies |
|
3 |
MTV.01,
MTV.02 MT1.01,
02, 03, 04 MT2.01,
02, 03, 04, 05 CGE 4g,
5d, 5e, 5f |
Thinking/
Inquiry Communication |
Television
Genres - soap
operas -
sitcoms - talk
shows -
interactive television -
infomercials - game
shows -
drama- music videos |
|
4 |
MTV.01, MTV.02 MAV.01, MAV.02 MPV.01 MT1.02, 03, 04, MT2.01, 02 03, 04, 05,
MA1.01, 02 MA2.01, 02, 03, 04; MP1.01, 04; CGE 2e, 4a, 7e |
Thinking/ Inquiry Application Communication |
Stereotypes - gender - age - ethnic |
|
5 |
MTV.01,
MTV.02, MAV.01, MAV.02; MT1.02, 03, 04, MT2.03, 04 05, MA1.01, 02, MA2.02, 04 CGE 4c,
7a |
Thinking/
Inquiry Communication |
Violence -
regulation -
cartoons -
children’s programming - news -
sports |
Time: 20 hours
Unit
Description
Popular
culture is a composition of artefacts, institutions, customs, hobbies, and fads
of mainstream culture. Currently accepted values, social concerns, and
standards of beauty, success, and justice are both reflected in and influenced
by popular culture. By studying trends, toys, institutions, pastimes,
celebrities, and heroes of dominant North American culture, students will be
challenged to critically examine the beliefs and values of their society. In
addition, students will evaluate the extent to which popular culture influences
and shapes, not only societal behaviours, values and beliefs, but their own as
well. The study of popular culture provides the platform from which students
can begin an introspective analysis of the extent to which their own values are
perpetuated by popular culture and how aligned their values are with Catholic teachings.
In essence, popular culture provides a mirror that reveals much about who we
are.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MAV.02 MA2.01 CGE 4g |
Knowledge/ Understanding |
Pop
Culture -
definition -
terms/vocabulary -
relevance -
trends and fads -
Canadian versus American -
evolution of music from radio to video |
|
2 |
MTV.01,
MAV.01 MT1.04, MA1.01,
02 CGE 1d,
2e |
Knowledge Thinking/Inquiry Communication Application |
Toys - image
makers |
|
3 |
MAV.01,
MAV.02 MA1.01,
02, 03 MA2.02 CGE 2e |
Knowledge/ Understanding Thinking/Inquiry Communication Application |
Psychographics -
demographics -
predicting trends - media
analysts |
|
4 |
MTV.01, MTV.02 MAV.01 MT1.02, 04, MT2.01 MA1.02 CGE 2e, 4g |
Knowledge Thinking/Inquiry |
Money as Motivator of Decision-Making - shopping malls - fast food restaurants - sports - name brand craze |
|
5 |
MTV.01,
MTV.02 MAV.01, MT1.02
04, MT2.01, 02, 04, MA1.01 CGE 1d,
1e, 1j, 2a, 2b, 2e, 3d, 4g |
Thinking/Inquiry |
Celebrities
and Heroes -
celebrity images -
scandal -
picturing the hero: music videos, song lyrics, interviews |
Time: 15 hours
Unit
Description
Students
will have the opportunity to examine the social, moral, and ethical
implications of computer technology. Computer literacy involves not only the
ability to use the computer and the Internet, but also the ability to
understand and evaluate the effects of this new technology on our society.
Students will examine the role of this new technology in their lives and
discover how the Catholic Church has responded to it in various Church
documents. The great fallacy of “The Wired World” is that the Internet provides
information – not knowledge. The Internet provides only information. Knowledge
is gained by organizing, evaluating, and drawing conclusions about information.
Students will be encouraged to explore the various aspects of the web design,
advertising, privacy issues, and web page content. The teacher will assist
students by providing activities that facilitate this exploration through web
page design, writing reviews of web pages, group work, and researching topics
such as web-based advertising and privacy on the web.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MTV.01,
MPV.02, MAV.02 MT1.01, 02, 03, 05 MP2.01,
02, 03, 04 MA2.01,
02 CGE 2b,
2c, 2d, 7g |
Knowledge/
Understanding |
The
History of the Internet -
counting machines and early digital calculating machines -
computer use in World War II -
personal computers - Apple - Bill
Gates and Microsoft - life
before the Internet - World
Wide Web |
|
2 |
MTV.01,
MAV.02 MT1.05,
06 MA2.02, 03, 04 CGE 2a,
3b, 3d, 3f, 6c, 7j |
Knowledge/
Understanding Thinking/Inquiry |
Privacy
on the Internet -
information gathering tools -
marketing information -
privacy issues for individuals -
legislation about privacy -
credit card fraud- software to protect privacy -
future concerns |
|
3 |
MTV.01, MTV.02, MAV.01, MAV.02 MT1.01, 02, 03, 04, 05, 06 MT2.01, 02, 03, 04, 05 MA1.01, 02, 03,
MA2.01, 02, 03, 04 CGE 1h, 2e, 3a, 4e, 5h |
Thinking/Inquiry Communication Application |
Internet Information – Quality and Quantity - data evaluation - methods of evaluating Internet information - role of ’zines- reviews of several websites - game sites- educational sites- hate sites - Catholic Church on the web - addiction to computer use |
|
4 |
MTV.02, MAV.02 MPV.01 MT2.01, 02, 03, MT2.03, 04, 05, MA2.02, 03,
MA3.04, MP1.02, 03, 04 CGE 1d, 1g, 5a, 7a, 7e, 7j |
Thinking/Inquiry Communication Application |
Social and Moral Issues in an Online World - Gospel values treated in the Online World - effects of computers on society- effects of
computers on the workplace - effects of digital photography - equity issue in computer access - effects of computers on children - effects of technology on the Third World - isolation in the Wired World |
Time: 15 hours
Unit
Description
Newspapers
and magazines provide interesting and timely curriculum content for the
modern-day classroom. They show us how popular culture is evolving in our time.
They describe and analyse what is happening in the world using the printed word
and pictures. There is a great deal of information each and every day in these
print documents. This information is very powerful, but it comes with a price.
Newspapers and magazines are not value-free. There is a great need to develop a
critical awareness of how the printed word may manipulate our values,
attitudes, beliefs, and behaviours. The main aim of this unit is to help
students to develop the ability to deconstruct print media so that they can
evaluate these media in terms of their own personal, social, and religious
values in light of the Gospel. The teacher will assist students by providing
activities that facilitate this exploration through newspaper and magazine
design, magazine and newspaper advertising, group work, and researching topics
such as kinds of news stories, the role of the religious press and the
decision-making process of getting a story into print.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MTV.01, MPV.02, MAV.02 MT1.01, 02, 03,05 MP2.01, 02, 03, 04, MA2.01, 02 CGE 2b, 2c, 2d, 7g |
Knowledge/ Understanding |
The History of Newspapers and Magazines - first newspapers and growth of the industry
in North America - first magazines and growth of the industry
in North America - role of the press in politics, religion,
and cultural development - categories of magazines |
|
2 |
MTV.01, MTV.02, MAV.02 MT1.05, 06 MA2.02, 03, 04 CGE 2a, 3b, 3d, 3f, 6c, 7j |
Knowledge/ Understanding Thinking/ Inquiry |
Bias and Propaganda in News Reporting - definition of news - sources of the news - bias and its role in news reporting - propaganda in news reporting - criteria for determining the meaning and
value of a piece of news reporting - the school newspaper – a critical look |
|
3 |
MTV.01, MTV.02, MAV.01, MAV.02 MT1.01, 02, 03, 04, 05, 06 MT2.01, 02, 03, 04, 05 MA1.01, 02, 03 MA2.01, 02, 03, 04 CGE 1h, 2e, 3a, 4e, 5h |
Thinking/ Inquiry Communication Application |
The Print Advertisement - role of advertisements in the print media - creation of advertisements - graphic aspects of advertisements - influence of the audience on advertisements
and the influence of advertisements on the audience - body image and advertisements - cultural values expressed in advertisements - print advertisements and their effect on
children - mixed messages – Good is Bad/Bad is Good |
|
4 |
MTV.02,
MAV.02, MPV.01 MT2.01,
02, 03, 04, 05 MA2.02, 03, MA3.04 MP1.02, 03, 04 CGE 1d, 1g, 5a, 7a, 7e, 7j |
Thinking/Inquiry Communication Application |
Social
and Moral Issues in the Print World - role
of women in the print media -
minority representation in the print world -
cultural diversity in the world of print -
images of the Third World in the print world - view
of the Catholic Church on the print media |
Time: 15 hours
Unit
Description
Students
will have the opportunity to examine film critically within the context of
their own lives by exploring values and related issues in light of the gospel.
Students will be encouraged to explore different aspects of film construction,
promotion, and criticism. The teacher will assist the students by providing
activities that facilitate this exploration through group work, creative
extensions, story boarding, writing reviews, and researching the promotion of
films.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MTV.01,
MAV.01, MAV.02 MT1.02,
04, MA1.01 MA2.01,
03 CGE2a,
2e |
Knowledge |
Film:
Introduction/History -
survey of personal film tastes and preferences -
development of film from silent era to present -
Canadian film industry |
|
2 |
MTV.01,
MPV.02 MT1.01,
02, 03, 04 MP2.03,
04 CGE2a,
2e |
Knowledge Application |
Techniques
of Film Storytelling - film
treatments- storyboarding -
camera angles, shots, movements -
editing techniques |
|
3 |
MTV.02,
MAV.01, MAV.02 MT2.01,
02, 03, 04, 05 MA1.01,
02, 03 MA2.01,
04 CGE 2a,
3c |
Inquiry Communication |
Following
a Film’s Promotion -
hyping a film - media
junkets -
cross-fertilization: looking at multimedia advertising and promotion of film |
|
4 |
MTV.01,
MTV.02 MT1.01,
02, 03, 04 MT2.01,
02, 03, 04, 05 CGE 2b,
2c, 2d |
Application Communication |
Film Reviewing -
elements of a film review -
target audience - film
genres |
|
5 |
MPV.01,
MPV.02 MP1.01,
02, 03, 04 MP2.03,
04 CGE2a,
3b, 4a, 4f |
Application Communication |
Film
Treatment/Storyboard - plan
and develop a film treatment and storyboard for an original film concept - video
yearbooks |
Time: 15 hours
Unit
Description
The
culminating activity will be ongoing and will reflect several different aspects
of the course. The focus will be on advertising as it is integrated throughout
the entire course. Advertising is the backbone of our consumer culture. It
forms and informs both personal and communal values. Catholic Christians are
challenged by our tradition to reflect critically upon these values.
Unit
Overview Chart
|
Cluster |
Expectations |
Assessment |
Focus |
|
1 |
MPV.01,
MPV.02 MP1.01,
02, 03, 04, 05 MP2,
03, 04 CGE 5d,
5e, 5f, 5g |
Knowledge/Understanding Thinking/Inquiry Communication Application |
Design
and implement a multi-media campaign for a product |
Instructional Strategies
|
Assessment Strategies
|
Main Resources
|
|
·
Reading – individual, whole group and small group ·
Brainstorming – discussion, concept mapping ·
Researching – print and electronic sources ·
Editing – peer and self ·
Conferences – student/teacher, student/student ·
Written Responses ·
Lecture/Teacher-led discussion ·
Personal Reflection ·
Group Work ·
Interviewing ·
Viewing/Listening/ Critiquing ·
Creative Extensions ·
Discussion with media professionals ·
Technical Workshops (video camera, editing suite, computer/ Internet) |
Reflection/Conferencing ·
Self-assessment ·
Peer Assessment/conferencing ·
Written responses and logs ·
Student/Teacher conferences Performance
Assessment ·
Oral Presentations ·
Essays, news articles, editorials, reviews, reports ·
Dramatization and Role-play ·
Advertisements (print, audio, visual, web-based) ·
Storyboards ·
Public Service Announcements ·
Video/Audio Productions ·
Collage/Posters ·
Scripts ·
Surveys ·
Media logs and notebooks Paper-and-pencil
Tests Final
Examination Observation:
Formal and Informal Assessment Tools will include: ·
Rubrics ·
Checklists ·
Tests ·
Marking Schemes ·
Anecdotal comments with suggestions for improvement |
Print ·
Church documents ·
Media text books ·
Newspapers and magazines ·
Bible ·
Dictionaries, thesauri Software/Video ·
Desktop Publishing Program ·
Presentation software ·
Internet ·
CD-ROM ·
Video Hardware ·
TV/VCR ·
Computers ·
CD Player ·
Video Camera/Cassettes ·
Video Editing Suite ·
Audio Player/Tapes ·
Overhead Projector ·
LCD Projector Human ·
Librarian ·
Chaplain ·
Audio/Visual Technician ·
Guest Speakers ·
Team Teachers Websites ·
See Resources |
The
primary purpose of assessment and evaluation is to improve student learning.
Open courses are designed to broaden students’ knowledge and skills in subjects
that reflect their interests and to prepare them for active and rewarding
participation in society. They are not designed with the specific requirements
of universities, colleges, or the workplace in mind, however the knowledge
acquired in these courses would benefit students who are hoping to further
their education. Open courses comprise a set of expectations that are
appropriate for all students. In order to ensure that assessment and evaluation
are valid, reliable and equitable, and that they lead to the improvement of
student learning, the teacher should use assessment and evaluation strategies
that:
·
address
both what students learn and how well they learn,
·
are
based on both the categories and descriptors of the Achievement Chart,
·
are
varied in nature, administered over a period of time, and designed to provide
opportunities for students to demonstrate the full range of their learning and
accommodate the needs of exceptional students, consistent with the strategies
outlined in the Individual Education Plans, and take into consideration the
goals outlined in the students’ Annual Education Plan.
|
Ongoing Assessment and Evaluation
(70%) |
|
|
Knowledge
and Understanding ·
Tests* ·
Quizzes ·
Presentations Application ·
Formal Writing ·
Oral Presentations ·
Projects ·
Media Presentations ·
Student Produced Videos ·
Tests* ·
Creative Writing |
Thinking/Inquiry ·
Presentations ·
Group Work ·
Projects ·
Tests* Communication ·
Formal Writing ·
Response Writing ·
Tests* ·
Oral Presentations ·
Projects ·
Group Discussion |
|
*Tests
may involve a wide range of questions and tasks and can be one valid form of
assessment in each category. |
|
|
Final
Evaluation (30 %) |
|
|
Final
Examination Culminating
Activity |
|
Teachers
using course profiles are required to accommodate the unique learning styles of
individual students by using the students’ Individual Education Plan (IEP). The
following is a list of general accommodations for students:
·
pairing
with another student (mentor, tutor)
·
providing
scribe/NCR paper
·
providing
supplementary texts to accommodate different reading levels
·
providing
alternative activities that suit strengths and learning styles
·
providing
audio/Braille of print resources
·
providing
students with extra time and an alternative location(s) for successful
completion of tasks
·
audio
taping or oral assessment of pencil-and-paper tests and assignments
·
breaking
down assignments into smaller more manageable tasks
·
providing
students with appropriate frameworks to organize information and assignments
·
providing
summary sheets of skills and concepts learned
·
locating
students in the most suitable region of the room. This location will vary
depending on visual or hearing acuity
·
offering
extensions within each unit
·
allowing
the use of lap top computers within the classroom
·
simplifying
assignments to include critical material only
Arthur,
Chris, ed. Religion and the Media: An Introductory Reader. Cardiff:
University of Wales Press, 1993. ISBN 0708312217
AML
Anthology 1990 and Anthology Supplement 1992. Toronto: AML, 1990.
Geist,
Christopher D. and Jack Nachbar. The Popular Culture Reader, 3rd ed. Bowling
Green University Press, 1983.
Herman,
Edward S. and Noam Chomsky. Manufacturing Consent: The Political Economy of
the Mass Media. New York: Pantheon Books, 1988. ISBN 0679720340
Junyk,
Myra. Media Meaning: A Program Guide for Educators in Catholic Schools. Toronto:
OECTA, 1997.
Masterman,
Len. Teaching the Media. London: Comedia, 1985.
McDonnell,
Kathleen. Kid Culture: Children and Adults and Popular Culture. Toronto:
Second Story, 1994. ISBN 0929005643
Media
Literacy Intermediate and Senior Divisions Resource Guide. Toronto: Queen’s Printer for
Ontario, 1989. ISBN 0-77295090-3
Miedzian,
Myriam. Boys Will Be Boys: Breaking the Link between Masculinity and
Violence. New York: Doubleday, 1991. ISBN 0385422547
Miller,
Marc Crispin, ed. Seeing Through the Movies. New York: Pantheon, 1990.
ISBN 0679723676
Moog,
Carol. Are They Selling Her Lips? Advertising and Identity. New York:
William Morrow, 1990.
Pevere,
Geoff and Greg Dymond. Mondo Canuck: A Canadian Pop Culture Odyssey. Scarborough:
Prentice-Hall Canada Inc., 1996. ISBN 0132630885
Popcorn,
Faith. The Popcorn Report. New York: Harper Collins, 1992. ISBN
0887305946
Postman,
Neil. Amusing Ourselves to Death: Public Discourse in the Age of Show
Business. New York: Penguin Books, 1985. ISBN 0140094385
Schudson,
Michael. Advertising the Uneasy Persuasion. New York: Basic Books Inc.,
1993.
ISBN 0465000800
Sternberg,
Barbara, et al. Through a Filmmaker’s Eyes: A Guide to Teaching Film in Media
Literacy. Toronto: The Canadian Filmmakers Distribution Centre, 1992.
Warren,
Michael. Seeing Through the Media: A Religious View of Communications and
Cultural Analysis. Harrisburg, PA: Trinity Press International, 1997. ISBN
1563382113
Wolfe,
Naomi. The Beauty Myth. Toronto: Vintage, 1990. ISBN 0385423977
Worsnop,
Chris M. Screening Images: Ideas for Media Education. Mississauga:
Wright Communications, 1994.
Abbot,
Walter M., ed. The Documents of Vatican II. Chicago: Follet Publishing Co.,
1966.
Australian
Bishops Conference. Children and Television. Sydney: Australian Bishops,
1979.
Ontario
Conference of Catholic Bishops. 100 Years of Catholic Social Teaching. Ontario,
1991.
Pontifical
Council for the Means of Social Communication. Pastoral Instruction on the
Means of Social Communication (Communio et Progressio). Rome, 1971.
Pontifical
Council for Social Communications. Aetatis Novae (On Social Communication).
Pontifical
Council for Social Communications. Pornography and Violence in the
Communication Media.
Sacred Congregation for Catholic Education. Lay
Catholics in Schools: Witness to Faith. Canadian Conference of Catholic
Bishops, 1982.
Anderson,
Neil. Media Works.
Carpenter,
Donna. Media Images and Issues. Don Mills: Addison-Wesley, 1989. ISBN
0-201-19207-1
Duncan,
Barry, et al. Mass Media and Popular Culture: Version Two.
Hone,
Rick and Liz Flynn. Video in Focus: A Guide to Viewing and Producing Video.
Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.
Ad
Critic – www.adcritic.com
Association
for Media Literacy – www.interact.uoregon.edu/MediaLit/FA/
Cable
in the Classroom – www.cableintheclassroom.ca
Canadian
Journal of Communication – www.cjc-online.ca
Centre
for Media Literacy – www.medialit.org/
Jesuit
Communication Project – www.interact.uoregon.edu./MediaLit/JCP/
Media
Awareness Network – www.media-awareness.ca
Media
Foundation – www.adbusters.org
Media
Literacy Online Project – www.interact.uoregon.edu/MediaLit/FA/home/gatec.html
National
Film Board of
Queen’s
University Film Studies – www.film.queensu.ca/Links.html
This
course is designed to prepare students for further study in Media Studies, and
to enrich their education generally. Open courses comprise a set of expectations
that are appropriate for all students. These expectations are outlined in
Coded Expectations, Media Studies, Grade 11, Open, EMS3O
MTV.01 · analyse, interpret, and assess the
techniques, forms, style, and language of media works to describe and explain
how different media communicate meaning;
MTV.02 · analyse media representations to describe
their content, identify bias, and explain their impact on audiences.
Analysing
Media Forms, Techniques, Style, and Language
MT1.01 – identify the characteristics of a variety of
media, including television, newspapers, and the Internet, and explain how
these characteristics influence meaning (e.g., in an oral presentation examine
how a newspaper, a radio station, a television network, and a news website
cover the same event, and explain how the differences affect interpretations of
the event);
MT1.02 – identify and explain how media conventions
and techniques influence the creation and interpretation of media works (e.g.,
describe how audience expectations about a western or a horror film are shaped
by the use of a familiar formula; compare the production costs for a
thirty-second TV commercial and a thirty-minute TV show and assess the
implications of the findings; report on the controversy about the use of
computer retouching in fashion photography and photo-journalism);
MT1.03 – analyse how the language used in media works
influences the interpretation of messages, with a focus on tone, level of
language, and point of view (e.g., analyse the language used in a sports
broadcast and explain its purpose and effect; describe the narrative language
used in an animated media work and state what themes and beliefs are being communicated);
MT1.04 – explain how aesthetic qualities in media
works contribute to audience enjoyment and understanding (e.g., assess the
effectiveness of colour in advertisements for particular purposes and
audiences; identify and explain the emotional response evoked by background
music in a range of films);
MT1.05 – explain how a media form changes when
presented in a new communication context and assess the effect of the changes
(e.g., describe the changes that occur when newspapers are presented on the
Internet);
MT1.06 – explain the ways in which media influence
and shape various environments and activities (e.g., describe how the
televising of hockey or baseball games influences the appearance of the arena
or stadium and the pace of the game).
Analysing
Media Representations
MT2.01 – analyse how individuals or groups are
presented in media works and assess the accuracy and influence of these
representations (e.g., create a collage of familiar stereotypes in the media
and explain the overall impact of these images; compare media representations
of work, vacation experiences, or family life with their own experiences);
MT2.02 – examine how people or groups are represented
in a variety of media works and explain the beliefs and biases revealed and the
messages conveyed (e.g., discuss how the message of a popular television
program would change if the main characters were from a different
socio-economic or ethnic group; explain the effects of the inclusion,
exclusion, or positioning of people or groups in magazine advertisements);
MT2.03 –
analyse media representations of social, political, and cultural issues and
explain how the representations influence people’s interpretation of the issues
and their level of concern (e.g., analyse media coverage of the international
response to a war or uprising; assess the effectiveness of public-service
announcements in the media);
MT2.04 – analyse and explain the representations of
behaviours and attitudes in media works (e.g., analyse the news coverage given
to the achievements of a local hero; describe and explain the attitudes
depicted during a conflict and its resolution in a feature film or television
drama);
MT2.05 – compare and analyse the representations of
people and issues in a variety of media and identify factors that may account
for any differences (e.g., compare the coverage of social issues and current
events in mainstream media with that in alternative periodicals, video
documentaries, or on some specialty cable-TV channels; prepare an oral
presentation about how the ownership and funding of a variety of media may
influence their presentation of events).
MAV.01 · demonstrate an understanding of the ways in
which media businesses, sponsors, and advertisers target and attract audiences,
and of how audiences use and respond to media works;
MAV.02 · analyse and draw conclusions about the
influences of media and communication technology on society, culture, and the
economy.
Analysing
Audience Characteristics and Responses
MA1.01 – compare their own and others’ responses to a
variety of media works and explain how the characteristics of audiences
influence how the audiences interpret and enjoy particular works (e.g., observe
over time, record, and explain their own and others’ media use and
preferences);
MA1.02 – explain how and why media businesses,
sponsors, and advertisers identify and target audiences based on social and
economic factors (e.g., discuss examples of products or TV programs that are
targeted to different demographic groups; explain why certain commercials are
aired during teen prime-time dramas; investigate and explain the rationale
behind product placement in current feature films and television programs);
MA1.03 – explain how and why people use
media and communication technologies (e.g., analyse information about people’s
media use from interviews, surveys, or studies of consumer demographics; report
on how media are used to promote education or community participation).
Analysing
the Impact of Media on Society
MA2.01 – analyse the social, economic, and cultural
contributions made by Canadian media industries (e.g., chart the growth of the
film industry in
MA2.02 – analyse the impact of media and
communication technologies on interpersonal communications, commerce,
education, family life, and work (e.g., research information for a report on
the impact on people’s lives of e-mail or cell phones);
MA2.03
– assess the impact of media and communication
technology on the relationships among countries, cultures, and economies around
the world (e.g., research the role of media and communication technologies in
spreading the influence of North American popular culture around the world);
MA2.04 – assess the impact on society of the fact
that most media are funded by revenue from advertising, admission fees, and
public contributions (e.g., debate the advantages and disadvantages of the
commercial and public sponsorship of arts and athletic events).
MPV.01 · demonstrate an understanding of the
interrelationship of form, content, and audience by creating media works for
different audiences and purposes;
MPV.02 · describe production roles and
responsibilities in a variety of media industries and identify key conditions
that affect the production, financing, and distribution of media works.
Creating
Media Works
MP1.01 – select and use the conventions of a
particular genre and appropriate techniques to produce media works (e.g.,
create suspense in a video by using low camera angles, eerie music, and dim
lighting; design a website that includes animated clip art and coloured text;
adapt a published short story for radio, selecting and using narrative
techniques appropriate to the medium);
MP1.02 – select and use the appropriate level of
language, tone, and point of view in creating media works for specific
audiences and purposes (e.g., videotape or audiotape a mock colour commentary
of a school sports event; create posters aimed at different groups to advertise
a community event);
MP1.03 – adapt messages for different media and for
different audiences and explain how the characteristics of media forms and
audiences influenced production decisions and shaped the content (e.g., adapt a
short story for a comic book or a website; write or produce a news story about
the same event for radio and for the school newspaper; explain the choices made
in creating a water-safety poster for adults and another for children);
MP1.04 – use appropriate production techniques to
create a media work about an important social or cultural issue for a
particular audience (e.g., create a website or print advertisement about drug
abuse aimed at a teen audience; create a collage that presents alternative
perspectives on a social issue);
MP1.05 – design a multimedia campaign to promote an
institution or product (e.g., plan a campaign that includes print advertising,
TV or radio commercials, a website, and clothing or other product tie-ins).
Examining
Production Contexts, Roles, and Responsibilities
MP2.01 – explain how copyright law and guidelines for
protecting intellectual property rights affect Canadian media industries and audiences
(e.g., report on the ethical and economic implications of copyright and digital
sampling in the music industry; list the guidelines that exist for citing
material from newspapers or magazines posted on the Internet; research the
guidelines for using an artist’s music in a film, video, or television
program);
MP2.02 – explain how industry codes, government
regulations, and commercial considerations affect the way in which media
businesses operate (e.g., investigate prime-time TV programming and suggest
reasons for positioning top-rated programs in the schedule; compare the effects
on media businesses of the regulations governing media ownership in Canada and
in the United States; analyse various advertisements in relation to the
Canadian Code of Advertising Standards);
MP2.03 – describe the various stages and
responsibilities in the production of a media work (e.g., for a film or
videotape, describe the concept or proposal stage, the development of the
storyboard, and the responsibilities involved in the filming or videotaping
process; use the website of a film studio, or other sources, to research ways
in which a director interacts with writers, actors, and sound, camera, and
lighting crews during the production process);
MP2.04 – explore career opportunities in the media
and media-related businesses (e.g., write a report on the career opportunities
for an editor, producer, cinematographer, carpenter, film lab technician,
entertainment lawyer, actor, accountant, caterer, website designer, reporter, or
photographer; visit a local media business such as a television studio or
advertisement agency, or invite a speaker into the classroom, to learn about
media production, careers, issues, or events).
Ontario Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates in the sacramental life
of the church and demonstrates an understanding of the centrality of the
Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.
Unit
2 | Course Profiles
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