ICT: LA, sr high

Alberta Learning ICT outcomes: Senior high language arts

The following occur across Senior high language arts:

P1 (4.1) - Continue to demonstrate the outcomes achieved in prior grades and course subjects.

F1 (4.1) — Assess the strengths and weaknesses of computer simulations in relation to real-world problems.
F1 (4.2) — Solve mathematical and scientific problems by selecting appropriate technology to perform calculations and experiments.
F1 (4.3) — Apply terminology appropriate to technology in all forms of communication.
F1 (4.4) — Demonstrate an understanding of the general concepts of computer programming and the algorithms that enable technological devices to perform operations and solve problems.

F2 (4.1) — Use technology outside formal classroom settings.
F2 (4.2) — Analyze how technological innovations and creativity affect the economy.
F2 (4.3) — Demonstrate an understanding of new and emerging communication systems.
F2 (4.4) — Evaluate possible potential for emerging technologies.
F2 (4.5) — Demonstrate conservation measures when using technology.
F2 (4.6) — Demonstrate an understanding of the basic principles and issues of e-commerce, including such topics as security and privacy, marketing, and implications for governments, businesses and consumers alike.
F2 (4.6) — Use current, reliable information sources from around the world.
F2 (4.7) — Analyze and assess the impact of technology on the global community.

F3 (4.1) — Demonstrate an understanding of how changes in technology can benefit or harm society.
F3 (4.2) — Record relevant data for acknowledging sources of information, and cite sources correctly.
F3 (4.3) — Respect ownership and integrity of information.

F4 (4.1) — Discriminate between style and content in a presentation.
F4 (4.2) — Evaluate the influence and results of digital manipulation on our perceptions.
F4 (4.3) — Identify and analyze a variety of factors that affect the authenticity of information derived from mass media and electronic communication.

F5 (4.1) — Assess new physical environments with respect to ergonomics.
F5 (4.2) — Identify safety regulations specific to the technology being used.

F6 (4.1) — Continue to demonstrate the outcomes addressed within the previous divisions. Students interested in pursuing advanced study in such areas as electronics, programming, computer-aided design and drafting (CADD), robotics and other industrial applications of technology will find opportunities in Career and Technology Studies (CTS) courses.

a. The teacher knows how to facilitate the communication of ideas and information using computer software writing and useful tools such that:

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 4 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 4
Students build on and regularly utilize previously acquired skills to produce written responses of a personal, critical and informational nature.	- Use brainstorming, group or class discussion, exploratory writing, personal experience and incidental reading to generate ideas for writing (SO 10 — 30). - Use personal or exploratory writing, such as journal writing or personal reactions, to express and clarify their thoughts and feelings, and to develop ideas for other types of writing (SO 10 — 30 and 13 - 33). - Understand that the study of literature involves initial reading of the material; personal response; sufficient thoughtful consideration to assure understanding; possible sharing of one’s response with others, orally or in writing; and, where appropriate, a personal, social or critical evaluation (SO 10 — 30 and 13 - 33).	C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience. P3 (4.2) - Support communication with appropriate images, sounds and music. P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text. P5 (4.1) - Create multiple-link documents appropriate to the content of a particular topic. P5 (4.2) - Post multiple-link pages on the World Wide Web or on a local or wide area network.

Students use a wide variety of word processing functions to engage in all aspects of the writing process and to manipulate text for specific purposes.	- Revise, where appropriate, their word choice and sentence structure (SO, 10). - Examine the precision of diction, the variety of sentence structure, the effectiveness of stylistic choices, and the level of formality of language used, and revised where appropriate (SO, 20 —30). - Students revise their word choice and sentence structure in terms of subject appropriateness, purpose and audience (SO, 13 — 23). - Proofread for errors in grammar, usage, punctuation and spelling (SO, 10). - Examine for faulty mechanics, unity, coherence, emphasis and proportion (SO, 20 — 30). - Students proofread their composition for errors in grammar, usage, punctuation and spelling (SO, 13). - Students examine their composition for faulty mechanics, unity and coherence (SO, 23). - Students examine their composition for faulty mechanics, unity, coherence, emphasis and proportion (SO, 33).	P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience. C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. P3 (4.2) - Support communication with appropriate images, sounds and music. P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text. P5 (4.1) - Create multiple-link documents appropriate to the content of a particular topic. P5 (4.2) - Post multiple-link pages on the World Wide Web or on a local or wide area network.
Students use desktop publishing capabilities to design and produce various formats. E.g. a class newspaper or a career portfolio with a specifically targeted audience.	- Writers should use an appropriate prose form for their intentions (GO, 10 — 30). - Produce a complete, useful résumé and covering letter (SO, 30). - Prepare a résumé and covering letter for specific application (SO, 33). - Write social and business letters in language appropriate to the purpose and audience (SO, 20). - Discuss relationships among film, television, cartoons, advertising and literature (S0, 13). - A writer’s ideas and experiences can be presented through various modes of discourse (GO 13 — 33). - Produce a complete and useful résumé (SO, 23).	P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. P3 (4.2) - Support communication with appropriate images, sounds and music. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text. P5 (4.1) - Create multiple-link documents appropriate to the content of a particular topic. P5 (4.2) - Post multiple-link pages on the World Wide Web or on a local or wide area network. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

b. The teacher knows how to teach students to enhance reading for information and for pleasure using electronic library and multimedia resources such that:

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 4 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 4
Students select preferred authors through a specific search system in a library online public access catalogue.	- Be acquainted with the works of some major Canadian authors (SO, 20). - Demonstrate some understanding of their literary heritage through the study of some authors and works; emphasis should be on examination of individual pieces of literature rather than on the work of individual authors or historical periods (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 10). - Write a clear, well- organized report on a topic that requires some investigation (SO, 20). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 30). - Develop a topic adequately, arrange ideas in appropriate order and finishwith a concluding statement (SO, 23, 33).	C1 (4.1) - Plan and perform complex searches, using more than one electronic source. C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources.
Students access current information about a variety of research and personal-interest topics using CD-ROM’s and teacher-selected online sources.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33).	C1 (4.1) - Plan and perform complex searches, using more than one electronic source. C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information. C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.
Students choose, define and refine research questions.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23).	C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics. C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.
Students construct personal knowledge and meaning through research on a variety of topics.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33).	C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs. C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas. C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources. C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information. C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.
Students develop research strategies for locating information in hyper-linked environments, e.g. search engines, Boolean search strategies, browsing, hierarchical and direct location.	- Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33). - Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20).	C1 (4.1) - Plan and perform complex searches, using more than one electronic source. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.
Students use correct bibliographic format for citing electronic information sources.	- Prepare a final draft, carefully edited and proofread, with a suitable title, footnotes and bibliography, where appropriate (SO, 10 — 30 and 13 —23).	C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics.

c. The teacher knows how to enhance communication and research skills using the Internet such that:

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 4 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 4
Students develop effective search techniques and articulate advantages of such strategies.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33).	C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies. C1 (4.1) - Plan and perform complex searches, using more than one electronic source. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.
Students choose, define and refine research questions and activities.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33).	C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies. C1 (4.1) - Plan and perform complex searches, using more than one electronic source.

Students use appropriate strategies to locate and assess information to meet personal needs.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33).	C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs. C1 (4.1) - Plan and perform complex searches, using more than one electronic source.
Students analyze and synthesize information from a wide variety of sources reflecting different viewpoints, to make connections, determine patterns, and validate information.	- Report on an activity or subject within their own experience on which they have done some research (SO, 10). - Write a short research paper on an assigned topic or a topic of their own choosing (SO, 20). - Use a variety of methods of development and, when appropriate, incorporate research material smoothly and effectively into the composition (SO, 30). - Write a concise, factual short report in response to a specific assignment or on a subject in which the student has a special interest (SO, 13). - Write a clear, well- organized report on a topic that requires some investigation (SO, 23). - Write for a specific purpose and audience an acceptable report that includes appropriate material located through research (SO, 33).	C1 (4.1) - Plan and perform complex searches, using more than one electronic source. C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics. C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs. C7 (4.2) - Analyze and synthesize information to determine patterns and links among ideas. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies. C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information. C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic.
Students use electronic mail to receive feedback from electronic sources.	- Students express their thoughts and feelings, explore ideas, and seek information through talk that is appropriate to their audience, purpose and context (SO, 10 — 30). - Students express their thoughts and feelings, explore ideas, and seek information through talk that is appropriate to their purpose, audience and setting (SO, 13 — 33).	C5 (4.1) - Use telecommunications to pose critical questions to experts. C5 (4.2) - Participate in a variety of electronic group formats. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.
Students participate in conferences with other students and experts on a wide variety of topics.	- Make a positive contribution to a small group discussion by contributing to the advancement of the ideas and thinking of the group, and by observing the courtesies of group discussion (SO, 10 and 13). - Demonstrate increased facility in functioning as both a group member and a group leader (SO, 30 and 33). - Share ideas in large groups (SO, 30). - Use brainstorming, group or class discussion, exploratory writing, personal experience and incidental reading to generate ideas for writing (SO, 10 — 30 and 13 — 33). - Discuss factors that impair group discussion, such as individuals focusing on personal needs, and become familiar with the role of group leader (SO, 20 and 23).	C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources. C5 (4.2) - Participate in a variety of electronic group formats. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience. C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics. C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information. C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic. C5 (4.1) - Use telecommunications to pose critical questions to experts. C7 (4.1) - Use appropriate strategies to locate information to meet personal needs.
Students access resource materials and electronic periodicals.	- Evaluate the source of information (SO, 20 and 33). - Locate required information in the school library, using a variety of standard sources (SO, 10). - Show increased independence in locating required information in the school and public libraries (SO, 20). - Recognize situations where other sources of information are needed, and find and incorporate this information into their composition (SO, 23). - Find information in such sources as newspapers, magazines, instruction sheets and handbooks (SO, 13). - Gain information from special interest books and periodicals, encyclopedias and other reference books (SO, 23). - Use technical publications, trade journals, advanced instruction books and other reference materials (SO, 33).	C2 (4.1) - Consult a wide variety of sources that reflect varied viewpoints on particular topics. C3 (4.2) - Demonstrate discriminatory selection of electronically accessed information that is relevant to a particular topic. C1 (4.1) - Plan and perform complex searches, using more than one electronic source. C1 (4.2) - Select information from appropriate sources, including primary and secondary sources. C1 (4.3) - Evaluate and explain the advantages and disadvantages of various search strategies. C2 (4.2) - Evaluate the validity of gathered viewpoints against other sources. C3 (4.1) - Assess the authority, reliability and validity of electronically accessed information. C5 (4.1) - Use telecommunications to pose critical questions to experts.
Students engage in literature, film, and creative writing discussion groups and establish associations with other organizations.	- Make a positive contribution to a small group discussion by contributing to the advancement of the ideas and thinking of the group, and by observing the courtesies of group discussion (SO, 10 and 13). - Share ideas in large groups (SO, 30).- Use brainstorming, group or class discussion, exploratory writing, personal experience and incidental reading to generate ideas for writing (SO, 10 — 30 and 13 — 33). - Discuss factors that impair group discussion, such as individuals focusing on personal needs, and become familiar with the role of group leader (SO, 20 and 23). - Demonstrate increased facility in functioning as both a group member and a group leader (SO, 30 and 33).	P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.

d. The teacher knows how to communicate ideas and information through the creation of multimedia presentations such that:

Possible Student Activities	Correlation to the Curriculum in Language Arts (Division 4 Outcomes)	Correlation to the Information and Communication Technology Program of Studies for Division 4
Students create multimedia presentations designed to convey messages to a targeted audience.	- Understand that the message of a visual presentation is affected by factors such as colour, angle and movement (SO, 10 and 13). - Analyze the structure of a visual message by expressing the relationships among the purpose of the image, its content and style, and the unified effect that results (SO, 30 and 33). - Analyze a variety of presentations to identify the persuasive techniques used (SO, 23). - Develop competence in presenting information orally, enhancing some presentations by the use of diagrams, charts or demonstrations, if appropriate (SO, 10). - Relate the elements of the image to the purpose and message of the image (SO, 20 and 23).	C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings. P3 (4.1) - Select and use, independently, multimedia capabilities for presentations in various subject areas. P3 (4.2) - Support communication with appropriate images, sounds and music. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience. C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.
Students enhance effectiveness of communication and audience appeal by applying principles of sound and design to create sophisticated messages.	- Recognize the intentional use of sound to create appropriate atmosphere for the visual message, to communicate content that is supplemented by the visual message, or to soothe, irritate or distract the viewer (SO, 10 and 13). - Discuss emotions, facts and opinions expressed visually (SO, 10 and 13). - Discuss the relationships among sound effects, language or other non- visual means and the visual image in media, such as film and television, and of language and visual imagery in newspapers or magazines, especially advertising and cartoons (SO, 20 and 23). - Discuss the artistic unity resulting from combined visual effects, sound effects, and language in a mixed- media presentation, television production or film (SO, 30). - Analyze and evaluate the extent to which manipulative devices are used in the material they encounter in their daily lives (SO, 30, 33). - Discuss combined visual effects, sound effects, and language in a mixed- media presentation, television production or film (SO, 33). - Recognize that visual messages may employ imagery, mood, irony, tone, symbolism, humour, structure and pace (SO, 23). - Discuss the ways in which visual media make use of stylistic devices (colour, texture, body language, connotation) to influence the viewer (SO, 33).	P3 (4.2) - Support communication with appropriate images, sounds and music. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience. C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings. P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text. P5 (4.1) - Create multiple-link documents appropriate to the content of a particular topic.
Students use a 3-D movie-maker or digital photography to create visual essays.	- Recognize the intentional use of sound to create appropriate atmosphere for the visual message, to communicate content that is supplemented by the visual message, or to soothe, irritate or distract the viewer (SO, 10 and 13). - Recognize that visual messages may employ imagery, mood, irony, tone, symbolism, humour, structure and pace (SO, 23). - Discuss emotions, facts and opinions expressed visually (SO, 10 and 13). - Discuss the relationships among sound effects, language or other non- visual means and the visual image in media, such as film and television, and of language and visual imagery in newspapers or magazines, especially advertising and cartoons (SO, 20 and 23). - Discuss the artistic unity resulting from combined visual effects, sound effects, and language in a mixed- media presentation, television production or film (SO, 30). - Discuss combined visual effects, sound effects, and language in a mixed- media presentation, television production or film (SO, 33). - Discuss the ways in which visual media make use of stylistic devices (colour, texture, body language, connotation) to influence the viewer (SO, 33).	P3 (4.2) - Support communication with appropriate images, sounds and music. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience. C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings. P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text.
Students study, analyze and create popular media samples, both still and moving. E.g. music videos, advertisements.	- Recognize the intentional use of sound to create appropriate atmosphere for the visual message, to communicate content that is supplemented by the visual message, or to soothe, irritate or distract the viewer (SO, 10 and 13). - Recognize that visual messages may employ imagery, mood, irony, tone, symbolism, humour, structure and pace (SO, 23). - Discuss emotions, facts and opinions expressed visually (SO, 10). - Discuss emotions, facts and opinions expressed visually (SO, 10 and 13). - Discuss the relationships among sound effects, language or other non- visual means and the visual image in media, such as film and television, and of language and visual imagery in newspapers or magazines, especially advertising and cartoons (SO, 20 and 23). - Discuss the artistic unity resulting from combined visual effects, sound effects, and language in a mixed- media presentation, television production or film (SO, 30). - Discuss combined visual effects, sound effects, and language in a mixed- media presentation, television production or film (SO, 33). - Discuss the ways in which visual media make use of stylistic devices (colour, texture, body language, connotation) to influence the viewer (SO, 33).	P3 (4.2) - Support communication with appropriate images, sounds and music. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. C1 (4.4) - Communicate in a persuasive and engaging manner, through appropriate forms, such as speeches, letters, reports and multimedia presentations, applying information technologies for context, audience and purpose that extend and communicate understanding of complex issues. C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.
Students visually recreate as a method of responding and interpreting. E.g. Create a cartoon version of a short story, illustrate a written description of setting, or produce a scene in a play.	- Discuss the relationships among sound effects, language or other non- visual means and the visual image in media, such as film and television, and of language and visual imagery in newspapers or magazines, especially advertising and cartoons (SO, 20 and 23). - Recognize that visual messages may employ imagery, mood, irony, tone, symbolism, humour, structure and pace (SO, 23). - Discuss emotions, facts and opinions expressed visually (SO, 10). - Discuss emotions, facts and opinions expressed visually (SO, 10 and 13). - Discuss the ways in which visual media make use of stylistic devices (colour, texture, body language, connotation) to influence the viewer (SO, 33).	P3 (4.2) - Support communication with appropriate images, sounds and music. P3 (4.3) - Apply general principles of graphic layout and design to a document in process. P4 (4.1) - Integrate a variety of visual and audio information into a document to create a message targeted for a specific audience. C7 (4.3) - Use appropriate presentation software to demonstrate personal understandings. P4 (4.2) - Apply principles of graphic design to enhance meaning and audience appeal. P4 (4.3) - Use integrated software effectively and efficiently to reproduce work that incorporates data, graphics and text. P6 (4.1) - Select and use the appropriate technologies to communicate effectively with a targeted audience.