BAA+Media+Educ+Proposal

To meet provincial requirements, BAA courses must be pedagogically sound and include the following components in the course framework: BAA course names should reflect the subject area and include the grade level 10, 11 or 12 in the course name. BAA courses cannot use names of Ministry-Developed courses (e.g., Foods and Nutrition 11). The grade level reflects the appropriate level of instruction. In some cases, it may be appropriate to create several courses at the same grade level in order to treat different aspects of the subject. This strategy may also be used in the case of a large amount of content divided into several courses. Such courses could be labelled, for example, Psychology 11A, 11B and 11C. To determine the appropriate grade level for Board/Authority Authorized Courses, developers should examine existing Ministry curriculum in the appropriate subject strand or area. The developer’s teaching and subject expertise will also play an important role in developing the course at the appropriate grade level. Credits refer to the value of a Grade 10, 11 or 12 course. The credit value reflects the length and scope of a course. A full course is 4 credits (100 to 120 hours). One credit is the value attached to the knowledge, skills and attitudes that most students can acquire in approximately 30 hours of instruction. The course synopsis is a statement of product. It outlines what a student has gained when the course is completed. The course synopsis is more easily developed after completing the course framework. The rationale is a statement of the reasons for wanting to offer opportunities to study this course. The rationale answers the question: Why is it important for students to take this course? Although the rationale may be modified during course development, taking time at the beginning to develop a solid draft will help to focus your work. The organizational structure includes the curriculum organizers (the big ideas) and the specific topics or units, which include the learning outcomes, instruction and assessment components and time allotments. Taking time to organize the structure of the course will make it easier to develop the learning outcomes, as well as the instructional and assessment components that support the outcomes. The learning outcomes are statements of what students are expected to know and be able to do within each course curriculum organizer. Learning outcomes for a BAA Course must be: • written to complete the stem: It is expected that students will... • appropriate to the age or grade range for which they are intended • understandable by students, parents and educators • observable or measurable (i.e., stated in such a way that it will be readily apparent when the student has met the expectation) • clearly stated in terms of what will be expected of students • supportive of a range of instructional and assessment strategies During development, keep in mind that learning outcomes will ultimately be the subject of evaluation. They are the benchmarks that permit the use of criterion-referenced performance standards. The instructional component of a course expands on and makes clear the intent of the learning outcomes. It involves the use of activities, techniques and methods that can be employed to meet diverse student needs and to deliver the curriculum. The nature and features of the course will influence instructional strategies and activities. • an appropriate balance of the various learning outcomes • a variety of approaches, including both innovative and “tried and true” • activities that draw from and build on prior learning • various learning styles • activities that are transferable to other contexts
 * Description of BAA Course Requirements**
 * 1 Course Name**
 * Note to course developers:**
 * 2 Grade Level**
 * Note to course developers:**
 * 3 Number of Credits**
 * Note to course developers:**
 * 4 Course Synopsis**
 * Note to course developers:**
 * 5 Rationale**
 * Note to course developers:**
 * 6 Organizational Structure**
 * Note to course developers:**
 * 7 Learning Outcomes**
 * Note to course developers:**
 * 8 Instructional Component**
 * Note to course developers:**

The assessment component provides opportunities to assess formatively and summatively the student’s achievement of the learning outcomes. Consideration of the following questions will assist in developing the assessment component: • How will this assessment component help to plan or adjust instruction, track students’ progress or provide feedback to students? • How will this component encourage good instructional practice? • How will this component encourage fair assessment? • Is the component consistent with provincial policy? (Refer to Guidelines for Student Reporting, available at: and BC Performance Standards, available at: • Will the component yield appropriate assessment information? • Does the component highlight key aspects of the learning outcomes and reflect a balance of assessment activities for the outcomes? The learning resources selected for the course should be age appropriate and support the learning outcomes. The selection and development of learning resources should take into account the needs of learners. Considerations include diverse learning rates and styles, and a range of special needs. Major learning resources, including teacher resources, should be listed. Learning resources that are selected to support BAA courses must be evaluated through the local board-approved process.
 * 9 Assessment Component**
 * Note to course developers:**
 * www.bced.gov.bc.ca/classroom_assessment/**
 * www.bced.gov.bc.ca/perf_stands/**)
 * 10 Learning Resources**


 * BAA [ ** Course Name and Grade Level **] Framework**


 * District Name ** : Abbotsford


 * District Number ** : 34


 * Developed by ** : Rachel Fales & Jennifer Visser


 * Date Developed ** : July 8, 2011


 * School Name ** : Bateman Secondary


 * Principal’s Name ** : J. Sarowa


 * Board/Authority Approval Date ** :


 * Board/Authority Signature ** :


 * Course Name ** : Film Studies 11 - An analysis of Superheroes


 * Grade Level of Course ** : 11


 * Number of Course Credits ** : 4


 * Number of Hours of Instruction ** : 120


 * Prerequisite(s) ** : none


 * Special Training, Facilities or Equipment Required ** : none


 * Course Synopsis ** : This course intends to analyze Superheroes in films. This course will chronologically follow Superheroes as they have been adapted from comic books (ie. Superman 1978) to Hollywood Blockbusters and the idea of sequels, exploring a variety of topics during each film. Students will question genre, originality, race, gender, sexuality, public vs. private (dual) identities, villains vs. victims, technology and remediation of Superhero films.


 * Rationale ** : This course is intended for grade eleven students who wish to watch, analyze and understand Superhero films, from which many of them have watched when growing up. This course has been developed to give students an opportunity to experience film beyond the audience viewship of their past. Students learn to critically analyze films, texts through genre adaptation, originality and repetition of films. Students will be able to read, discuss, view, create, critically think and analyze various superhero films. Additionally, this course will allow students an opportunity to discuss, think about and understand controversial issues within films. Moreover, this course allows students to express themselves through film and other creative outlets relating to film. Students will also have opportunities to interact with technology.


 * Organizational Structure ** :


 * ** Unit/Topic ** || ** Title ** || ** Time ** ||
 * Unit 1 || Introduction - What are Superhero Films? || 20 hours ||
 * Unit 2 || Adaptation of Comics to Films || 25 hours ||
 * Unit 3 || Hollywood Blockbusters || 25 hours ||
 * Unit 4 || Race, Gender & Sexuality in Superhero Films || 20 hours ||
 * Unit 5 || Technology & Production of Superhero Films || 30 hours ||
 * ** Total Hours ** ||  ||

Course Prescribed Learning Outcomes:

Curriculum Organizer - Orientation It is expected that students will:
 * recall prior knowledge and other sources of evidence
 * critiques and defends any misconceptions
 * respect for ideas and values expressed in films
 * demonstrate a willingness to be open-minded and respectful of diverging interpretations of films

Curriculum Organizer - Viewing It is expected that students will:
 * apply knowledge and methodologies in foundational courses.
 * contributes to group & peer discussions, works, etc.
 * discuss concerns and resolving problems
 * responds to selections
 * reflects on and assess films
 * demonstrate an awareness of why film is valued
 * demonstrates an awareness of the influence of gender, ethnicity and sexuality on films

Curriculum Organizer - Analyzing It is expected that students will:
 * analyze and deconstruct films
 * identify concepts & ideas
 * use critical vocabulary for films, and write and speak insightfully
 * apply critical thinking - including questioning, comparing, summarizing, drawing conclusions & defending a position
 * demonstrate an awareness of why film is valued
 * demonstrates an awareness of the influence of gender, ethnicity and sexuality on films

Curriculum Organizer - Production It is expected that students will:
 * apply gained knowledge
 * define key concepts
 * demonstrate comprehension of unit (ie. through writing, responding, blogs, class projects, etc)
 * explain how structures and features are represented
 * identify & interpret issues and themes in films
 * demonstrate a willingness to make person connections with characters and experiences in film
 * Demonstrate learning through leadership and team work, in class, and in collaborative file production projects.


 * Unit/Top **** ic/Module Descriptions ** :


 * Unit 1 ** : Introduction - What are Superhero Films? 20 hours

Students will learn about the history of Superhero films. They will begin with an analysis of the origins of heroes, including reading and understanding ancient mythology (ie. Hercules). Additionally, they will discuss and understand form the origins of heroes, where superheroes began. Additionally, they will discover who are today's or what defines a Superhero today. As a culmintive activity, students will decide on a final definition of what is a Superhero.


 * Unit 2 ** : Adaptations of Comics to Films

Students will continue to trace the history of Superhero films as they move from comic books into films. In this unit, students will begin to understand categories, including genre and directors. Students will also have a chance to discuss ideas of censorship and ratings.


 * Unit 3 ** : Hollywood Blockbusters

Students will continue to trace the history of Superhero films as they move from the origins of Superhero films to Hollywood Blockbusters. In this unit, students will analyze the films and changes, including sequels and what is happening to the film industry. Students will look at the remediation and representation of films. Students will also have a chance to discuss ideas of audience.


 * Unit 4 ** : Race, Gender & Sexuality in Superhero Films

Students will explore and consider issues of race, gender, and sexuality. Students will also deal with issues of villain vs. victim and the idea of public vs. private (or dual) identities.


 * Unit 5 ** :

Students will conclude this course will a final analysis of films. This can include: analysis of technology & production and audience and representation. Students will also be producing a film.


 * Instructional Component ** :

direct instruction indirect instruction group work individual work modeling brainstorming analysis of own and peer work interactive elements (including technology)


 * Assessment Component ** :

Formative Assessment (70%). This is based on required assignments, quizzes, participation and reflection. This grade demonstrates students interaction with the course and the willingness and ability to critically think about the ideas and concepts brought forward in the course. A variety of assignments will be required throughout the course. Quizzes will reflect key concepts learned. Participation includes: preparation for each class, reading & writing (informally and formally), speaking and reflecting.

Summative Asessment (30%). This is based on completion of a final project and final reflection that reflects the student's learning throughout the course.

Participation Quiz || 25% 25% 20% || Reflection || 20% 10% ||
 * Type of Assessment || Category || Details || Breakdown ||
 * Formative (70%) ||  || Assignments
 * Summative (30%) ||  || Projects
 * ||  || Total || 100% ||

Students can be assessed using: self & peer evaluation, criteria, checklists, rating scales, rubrics, and teacher observation


 * Learning Resources ** :

Teacher handouts and lecture notes. Articles & Sources related to Films & Superheroes

**Possible** course films include: //Superman// (Richard Donner, 1978)

//Batman// (Tim Burton, 1989)

//The Crow// (Alex Proyas, 1994)

//Blade// (Stephen Norrington, 1998)

//X-Men// (Bryan Singer, 2000)

//Spider-Man// (Sam Raimi, 2002)

//Hulk// (Ang Lee, 2003)

//Catwoman// (Pitof, 2004)

//The Incredibles// (2004)

//Batman Begins// (Christopher Nolan, 2005)

//V for Vendetta// (James Mc Teigue, 2006)

//The Dark Knight// (Christopher Nolan, 2008)

//Ironman// (Jon Favreau, 2008)

//Kick-Ass// (Matthew Vaughn, 2010)

//X-Men: First Class// (Matthew Vaughn, 2011)

//Waiting for Superman// (Davis Guggenheim, 2010)

Bibliography:

Board/Authority Authorized Courses: Requirements and Procedures Ministry of Education, Province of British Columbia, 2011.

English Literature 12 Integrated Resource Package. Ministry of Education, Province of British Columbia, 2003.

Social Studies 11 Integrated Resource Package. Ministry of Education, Province of British Columbia, 2005

http://www.bced.gov.bc.ca/classroom_assessment/
 * Principles for Fair**
 * Student Assessment Practices**
 * for Education in Canada**