Curriculum Goals for Senior Media Arts

In terms of the curriculum content for Senior Media Arts, my goals would focus on helping students create meaningful work, gain exposure to a variety of tools and techniques, build confidence, and prepare for their next steps after high school, should they choose to pursue Media Arts or a related field.

(1) Understanding the difference between “topic” and “story”

A key goal for me is guiding students to understand the difference between simply selecting a topic and actually developing a story. I would introduce them to Mark Bone’s ideas from his YouTube video about Documentary Filmmaking, where he speaks about the difference between aimless and assertive filmmaking. He emphasizes the importance of finding a specific story that includes conflict or plot rather than merely settling for a broad topic without clear focus. This approach helps students create work that feels intentional, has greater impact, and connects more effectively with their target audiences. 

(2) Encouraging hybridization and multidisciplinary art form

Another important goal is encouraging students to think beyond one single art form. The Ontario curriculum mentions hybridization (ASM3M, A2.1), which provides opportunity for students to combine multiple art forms that inspire or interest them. Blending disciplines can lead to unique and enriched projects. This multidisciplinary approach helps students find and refine their own creative voice while pushing their artistic boundaries. 

(3) Exposure to tools, technologies, and techniques

I also want to encourage students to step outside of their comfort zones by experimenting with a variety of tools, technologies, and techniques, and not just the ones they’re familiar with. Across all grades and subjects, I stress the value of trying new things and embracing mistakes as part of the learning process. Exposure to a diverse range of media builds technical skills and strengthens problem-solving abilities. It also helps them become more adaptable, which is a highly transferable skill that will serve them well regardless of the pathway they pursue after high school. Unfortunately, this is sometimes easier said than done, as some school boards have strict policies around what programs or apps students are allowed to download. When that happens, I would work with students to explore alternative options, such as using other available school resources, public libraries, open-source software, or even community programs that provide access to equipment or technology. 

(4) Preparing for postsecondary pathways and portfolio development

It is also important to prepare students for their future educational and career pathways. As outlined in B3.1, students are expected to “identify areas of postsecondary study that are related to media arts and that reflect their personal skills and interests, describe the requirements for each area, and create and maintain a portfolio that could be used when applying to programs in these areas.” This helps students clearly clarify their goals and work towards them. They can learn how to put together a portfolio that includes an artist statement, and curated samples of their best work. Even if they may not know for certain what they want to do, this process will help them begin to explore their options.

Commonalities across educational destinations:

Whether students are heading to university, college, or entering the workplace, there are core skills that are essential across all destinations. Students need to be able to develop original ideas and apply problem-solving and critical-thinking skills. They need to have a good working knowledge of  tools and technologies, or at least be open to learning new ones. In any field, collaboration and communication skills are important, as working effectively with others is a consistent expectation. Finally, developing the habit of evaluating their own work and recognizing areas for improvement is a valuable skill that will benefit them in any future pathway.