Exploring Technology and Multimedia Resources 

Throughout this module, I found out who I’d like to be as a media arts teacher. I’m starting to get how to apply my understanding of the importance of an inclusive classroom to the design of a media arts classroom. This means a classroom built on equity for all students in terms of accessibility and representation. I also want it to reflect myself. When I search ‘High School Media Arts Classroom’ on google, I don’t see my classroom. When I search Casey and Van Neistat, Tom Sachs, or Adam Savage on google, I see my people. I see creators that are multi-media, that are hands-on and that exist deep in the organized chaos. I crave a classroom/studio that is functional, chaotic, and inspiring. 

Another key takeaway from this module is the idea of media arts students who are committed environmental stewards. I will not ignore the understanding I gained about the environmental impact caused by digital technologies, cloud based software, and major motion pictures [Hollywood]. This WILL find its way into my teaching.

This is sort of a confusing issue on the surface, but I believe it’s pretty universal. The argument exists when discussing the emissions caused by constructing windmills, the waste accumulated from EV batteries, pesticide usage for mass vegetable crop production, etc. There’s always a counter argument for a possible solution. 

The film and media industry is starting to be exposed more and more for their waste and carbon footprint. Hollywood films can rack up huge a huge amount of waste with TIME reporting that they can emit “up to 3,370 metric tons of CO2 equivalents for large, tentpole productions such as Oppenheimer or Barbie—that’s the equivalent of powering 656 homes for a year” (Sax). Aidan Rhode points out in his TEDx Talk ‘Lights, Camera, Emissions,’ that some of the CO2 emissions can be avoided now with impressive new technology that limits travel, large open burnings/crashes/major vehicle scenes through CGI. Unfortunately, he also reveals that AI and the power demand of the cloud is responsible for 3% of global emissions equal to the entire aviation industry. He offers this list of possible solutions for major production companies:

1. Circular Thinking: Reuse props, costumes, donate meals [The Amazing Spiderman 2]

2. Studio Innovation: Solar panels, EV chargers and rain water harvesting into facilities

3. Local Incentives: Eliminate diesel generators and plug into the grid

4. New Technology: Eliminates travel necessities 

5. Sustainability Professionals: On set sustainability overseeing during production. 

Another important concept for these major companies are Offsetting and Insetting, which are two different approaches to hold studios accountable for their waste, the latter being the chosen approach by sustainability experts. 

In terms of personal waste, the WHO reports that E-waste is one of the fastest growing solid waste streams in the world and that “In 2022, an estimated 62 million tonnes of e-waste were produced globally. Only 22.3% was documented as formally collected and recycled”(WHO)

What we can do in Media Arts programs is try to turn out environmental stewards who put the environment at the forefront of their artistic decisions. We can teach them about the degradation of technology and bring awareness to the life cycle of the tools of the trade. We can promote ‘green production’ and ‘green infrastructure’ in the classroom and urge students to be conscious of their environmental footprint throughout their projects. We can urge them to create environmentally conscious art, awareness campaigns, and short films about the importance of reducing carbon emissions. With any luck, we can turn out a whole generation of media arts students that can reshape the industry towards sustainability. 

References

World Health Organization. "Electronic Waste (E-waste)." World Health Organization, 12 June 2024, www.who.int/news-room/fact-sheets/detail/electronic-waste-(e-waste).

Rhode, Aidan. "Lights, Camera, Emissions | Aidan Rhode | TEDxUniversityofManchester." YouTube, uploaded by TEDx Talks, 14 Mar. 2025, https://www.youtube.com/watch?v=g1Eg_QOGJrk.

Sax, Sarah, and Andrew D. Johnson. "Film and TV's Carbon Footprint Is Too Big to Ignore." Time, 7 Mar. 2024, time.com/6767943/sustainable-film-and-tv-production/.

My understanding is a combination of what I can glean from the curriculum document and my interpretations of the skills based on my own life experiences; We develop understanding and build opinions about media art through analysis and reflection of the media art works and their creators as well as analysis and reflection of our own creations.

However, to see a more detailed representation, I’ve included an infographic from the Ontario Art Education Association about Critical Analysis. 

Centred on the page is Consideration of Cultural Context, surrounded by Initial Reaction, Description, Analysis and Interpretation, and Expression of and Informed Point of View. The cultural context gives the viewer the background to then develop an understanding and developing an interpretation of the work. Without considering the cultural context, there is no way that the interpretation would be unbiased, or truly informed. It guides our initial reaction so that we can understand the context in which it takes place. It helps to inform our description of the work, for example, if a short film showed an indigenous ceremony that included songs and dances, our description would be superficial without understanding the cultural context. This is the same premise in that it guides our analysis and interpretation as well as shapes and informs our point of view. 

A developed set of critical analysis skills are incredibly valuable for a media art student. It can help them to problem-solve by making informed decisions, be self-critical and develop their own unique voice. It also allows the student to understand and develop deeper appreciation for more complex pieces of art by decoding meaning through cultural and historical context. 

NOTE: The guiding questions on the bottom of the infographic are extremely helpful. 

I have two ideas that help to assess the students' understanding of media art works and their self-reflection during the creative process. 

Reaction Videos
Students will critically analyze a chosen media artwork (or clip) by recording their authentic reactions and reflecting on the elements that caused those reactions. Think Tik Tok or Youtube reaction videos, but for media arts. Once completed, they can submit their reaction to the teacher and set up a time for the class to watch the reaction videos. This activity allows me to take note of how the students articulated their initial reactions, see if they’re noticing core elements of media arts, and their ability to communicate their opinions and concurrent self-reflection. 

Mini Focus Groups

In groups of 3-4 students, one student will present their work at a time while offering a description of the piece and a little background information. With checklists and short responses, the other students can give their real time reactions to the work that is being displayed. This could be detailed, thorough reactions or even simple checklists with 3-4 criteria. The teacher witnesses how students are both providing and also receiving critique. You’re able to assess their critical thinking skills and how it affects their interpretations of their peers' art. 

Ontario Art Education Association. "The Critical Analysis Process: An Approach to Critical Thinking." Ontario Art Education Association, ontarioarteducationassociation.org/resources/.

The first film I watched was called ‘Mobilize’ by Caroline Monet. It’s amazing. It is a compilation of archival NFB footage set to a modern mix of indigenous throat singing music by Canadian Inuk Tanya Tagaq. It is only 3 minutes and tells the story of “an exhilarating journey from the Far North to the urban south, capturing the perpetual negotiation between the traditional and the modern by a people moving ever forward.” 

…however, I then visited her other credits and watched the video ‘360 Degrees’ that she had previously directed in 2008. This is an 18 minute documentary starring Sébastien Aubin, a French-speaking member of Manitoba’s Opaskwayak Cree Nation. He is a graphic designer, however, the documentary features his spiritual journey with an Indigenous medicine healer, Mark Thompson. It shows Mark and Sébastien harvesting plants for the purposes of making traditional Indigenous medicines, while caring for mother nature and burning tobacco as a gift to the land in return for the medicinal plants. It also shows Aubin caring for other Indigenous people through his care and generosity, but ultimately battling with his inner dialogue about what he chooses to do with his time and his future. 

We have just discussed how a teacher could bring environmental education into the media arts classroom, and so this one hit home. I thought that that could be enough to use this video in my class…but I kept searching. 

Here are my real intentions with the two videos I watched:

A Caroline Money Case Study

Caroline Monet and Sébastien Aubin continue to create art, together. Monet was 23 years old at the time of directing Aubin in ‘360 Degrees.’ I was unable to find Aubin’s age. Together they have founded the ITWÉ Collective and the AM Collective. She has gone on to direct a number of award winning films, while also creating sculptures and installations that have been displayed in numerous prestigious venues, from The Museum of Fine Arts in Montreal all the way to UNESCO World Heritage Centre in Paris. She communicates her activism through her art and her art collectives. On her website she states that "with a deep interest in communicating Indigenous identity through complex cultural narratives, her artistic and cinematographic work grapples with colonialism’s impact, updating outdated systems with anishinaabeg methodologies.” 

I was so impressed with the prolific nature of her creations that I kept searching. Together, Monet, Aubin, and a third artist named Kevin Lee Burton, created an installation called ‘Manifestipi’. Click the link for images and a description/intentions of the exhibit. In short, it is a futuristic take on an iconic, universally recognized symbol in order to challenge perceptions and promote dialogue and discussion.

The lesson that can be drawn from a case study of Caroline Monet are:

• Environmental stewardship [360 Degrees]

• Giving a platform to oppressed cultures and addressing colonialism [Mobilize]

• Spreading awareness of cultural traditions [Pizandawatc]

• Challenging historical inaccuracies and perceptions [Resilient to the Bones]

• Collaborating with other artists [AM and ITWÉ Collectives]

• Prolific and multi-disciplinary creations [carolinemonnet.ca]

• Blending of modern and traditional aesthetics [History Shall Speak For Itself, Echoes and Echoes From Near Future]

…The preceding list that includes links is also my list of references.

3 Impacts

1. “Even multitasking that seems innocuous may have deleterious effects…”[pg. 21]

As I began reading this paragraph, I almost immediately threw it into the surprising facts list…until I finished reading it. This will impact my teaching on DAY 1 in september. I’ve always added a link to my classroom for the youtube video ‘Study Girl’. It’s a lofi instrumental stream of music on youtube, uninterrupted by ads. This is always my go to when it comes to trying to get productive work done. Personally, I have my own playlist, but this stream will do in a pinch.

Too many times I’ve caved and allowed my students to listen to music while working. Now, I’ve got statistics to back it up. Cardi B can B left for the Car[di] ride home. It’s calming instrumental music or nothing. 

2. “...adults are role models, it would be prudent for them to be conscious of their own media habits, especially given how they want their children to engage with technology and media.”[pg. 31]

This is not a surprise. I’m very aware of the old adage ‘monkey see, monkey do.” As I reflect on my own behaviours in school, I can’t say that I’m on my phone very often. Yes, occasionally I will check my phone or scroll for a minute if I’ve been relieved by a prep provider. But, what I’ve just realized is that everyday when my students arrive, I’m at my computer behind my desk. I’m there during recess. I’m there at the end of the day. I’m there even while I’m teaching. The projector is on, and I’m controlling it from my desk. I’m demonstrating obsessive computer dependency. Where do my kids go? My desk. They gather around me, invade my personal space. They’re looking for me and looking for face to face interaction. If they can’t get it from me, they go straight to a chromebook. If the cart isn’t locked, it’s open and chromebooks are missing within the first 5-10 minutes of the day. I am modelling device addiction. I need to address this and work on getting out from behind my desk. 

3. “Media-literate students have the capacity to explore aspects of digital life such as privacy, safety, communication, and information literacy and learn how to better understand who made their media and why. Collectively, this can empower stu- dents to consciously choose which media they engage with and on what terms they engage with it.”[pg. 32]

It is encouraging to hear professional opinions about media literate students. I find it hopeful that, if students are really made aware of agendas, biases and the potential for manipulation, they will be able to engage with the digital world in a healthy and safe way. I make sure to include this in my long term planning and we address it during our month long essay unit, however, I think that it will take a more prominent role next year. I will try to include it in a Socio-Emotional Learning kind of way by reintroducing media literacy periodically throughout the year in different subjects. 

2 Surprising Facts

1. “Consider that 38 percent of college students in a survey reported that they could not go more than 10 minutes without needing to check their devices…”[pg. 17]

I would like to preface this by saying, this document is 9 YEARS OLD! 38 percent of students is a lot, but that was almost a decade ago. Most of the college students in this study would be using the iphone 5 or 6, which were the first iphones to introduce the 8-pin, reversible lightning port. They stopped using that in 2023. That is a pretty staggering statistic, given that smartphone ownership was at 59% of adults in the USA in 2015, whereas the percentage was 91% in 2024. 

2. “nearly one-quarter of participants (24 percent) agreed or strongly agreed that they were “nothing” without their cell phones, and nearly half said they could not do without their cell phones for a day.”[pg. 17] See image of graph below blog post

This surprising statistic piggybacks the last one. My apologies that it’s not something drastically different from another section of the reading, but I found this to be alarming. Also, not to sound redundant, but this was another study done a long time ago. This was in 2012 - over a decade ago, when instagram was only 2 years old. 

1 Question

In an era where concerns about Internet Gaming Disorders and internet addiction are prevalent, and where offline, face-to-face interactions are deemed crucial, while ‘compulsive design’ apps are chastised, where does an educator for a Media Arts class fit? How can I find the balance between teaching media and also empower students to be self-regulating, critical and ethical online contributors?