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Technological Education
Course Profile: Communication Technology
Course Code: TGJ20
Prerequisite: N/A
Developed by José Baldizon
Course Overview
Communication Technology
Code: TGJ20
Grade: 10
Policy Document: The Ontario Curriculum, Grades 9 and 10, Technological Education, Communication Technology

TGJ20 Course Description:

This course introduces students to communications technology from a media perspective. Students will work in the areas of TV/
video and movie production, radio and audio production, print and graphic communications, photography, and interactive new
media and animation. Student projects may include computer-based activities such as creating videos, editing photos, working with
audio, cartooning, developing animations, and designing web pages. Students will also develop an awareness of environmental and
societal issues related to communications technology, and will explore secondary and postsecondary education and training
pathways and career opportunities in the various communications technology fields.

This course profile provides a framework for…

Fostering Inclusiveness:
This profile describes activities in which students will have input in developing the specifics of their assignments, have many options
to work in both small groups and as individuals, have choice of elective units; the class is established early on as a safe space, an
inclusive space for all participants; accommodations will be met according to specific needs.
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Building Learning Skills:
In addition to the specific skills that are developed throughout the course, students learn to:

• Take calculated artistic risk

• Manage Projects

• Collaborate with peers

• Co-operate in team work

• Publish their work

• Acquire and practice presentation skills

• Develop entrepreneurial potential

• Explore new technologies

• Understand safety practices

• Explore career possibilities

• Learn to evaluate information

Safe and Appropriate Use of Equipment and Facilities

The units in this course profile rely upon the availability of a wide range of ....The chart below provides an overview of the
equipment, resources and facilities required in each unit.

Knowledge of safety requirements will be a prerequisite for all equipment and facilities use.

Equipment/Facilities Graphic Design Photography Audio Production Video Production Animation Web Design

Projectors

Comm Tech Studio

Comm Tech Computer Bank

School Campus

Cameras, Tripods, Lights

Microphones Sound Booth

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Units of Study:

Unit Title Time

Where it all Starts: Places and Spaces

1 5 hours
Intro to Communication Technology and the Comm Tech Class/Classroom
Managing the Design Process: Our Foundations and Blueprints
2 5 hours
Intro to the Design Process and Project Management
A Picture Says a 1000 Words Part 1 and 2
3/4 28 hours
Introduction to Graphic Design/Photography
When a Day Becomes a Minute and a Minute Becomes a Lifetime
5/6 36 hours
Introduction to Audio and Video Design and Our Impact Through Communication Technology
Let it Flow, Let it Flow, Let it Flow
7/8 15 hours
Introduction to Animation/Web Design and The Ethics of Communication Technology
The Big Production
9 36 hours
Culminating Collaborative/Cooperative/Individual Activity
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Unit 1: Where it all Starts: Places and Spaces
Intro to Communication Technology and the Comm Tech Class/Classroom

Time: 5 hours
Description: This unit Introduces communication technology, the universal communications model, and many of various forms of
communication technology. It also Introduces the classroom and its spaces, and equipment, classroom rules, roles and
responsibilities.

Activity Learning Expectations Assessment Tasks

Comm-Tech and its Place A1.1, A3.1, Peer Conferencing,

In small groups or pairs,

in the World C1.1, C1.2, C2.1, C2.2, C2.3 Peer Critique,

students discuss the benefits or

1.1 What is Comm Tech and its Journal
drawbacks of the rapid evolution
role and effect in the universal
of communication tech.
communication model?

Our Spaces: A3.1, A3.2, A3.3 Conferencing with teacher. Students join a role team, and
1.2 Defining our classroom B2.1, B2.2 design a effective work flow to
spaces and roles. D1.1, D2.2 execute.

Unit 2: Managing the Design Process: Our Foundations and Blue Prints
Intro to the Design Process and Project Management
Time: 5 hours
Description: Introduces the Design Process, and the what makes effective for effective project management, co-operative and
collaborative work.

Activity Learning Expectations Assessment Tasks

Houston, We Have a A1.3, Peer Conferencing,

Students emulate the design

Problem… A3.1, A3.2, A3.3 Peer Critique,

1.1 process used by a famous

Problem Solving and the B2.1, B2.2 Journal
inventor to achieve a goal.
Design Process

If You Build It They Will A1.3, Peer Conferencing,

Students write a proposal for a
Come… A3.1, A3.2, A3.3 Peer Critique,
fictional product, using the
1.2
Keys to Effective Project B2.1, B2.2 Journal design process and time
Management expectations.
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Unit 3: A Picture Says a 1000 Words Part 1
Introduction to Graphic Design

Time: 14/28 hours

Description: This unit introduces the elements of design—point, line, shape, forms, space, colour, and texture, balance, contrast,
emphasis, pattern, rhythm/movement, unity. It also introduces the principles, concepts and terminology related to Graphic Design.

Activity Learning Expectations Assessment Tasks

A1.2 Finished Products,

Students will design and
More than Words
B3.1 Rubrics,
produce a pictogram.
3.1 Design to speak without
D2.4 Portfolio

words

A1.2, A1.5, A2.1, A3.1, A3.4 Peer Critique Conferencing,

Students will design a poster
Choose Your Words Wisely B1.2, B2.1, B2.2, B2.4, B2.5 Portfolio about inclusiveness emphasizing
A big message with graphic B3.1, B3.2 one or two of the elements of
3.2
design and a few select C2.1, C2.5 design.
words D.4

A1.2, A1.5, A2.1, A3.1, A3.4 Presentation In pairs or trios students will
B1.2, B2.1, B2.2, B2.4, B2.5 discuss why a logo can be
What’s in a Logo?
B3.1, B3.2 effective in both form and
3.3 So it it either says it or
C2.1 function, and present their
doesn’t say it at all?
findings to the class in a visual
presentation.

A1.1 A1.2 Journal,

Individually, students will find an
Secret Design
A3.1, A3.2, Portfolio ineffective logo and redesign it
3.4 Subliminal elements in logo
C2.1, 2.3, to be more effective.
design.
D.4
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Unit 4: A Picture Says a 1000 Words Part 2
Introduction to Photography

Time: 14/28 hours

Description: This unit introduces how a camera works, the exposure triangle: aperture, shutter speed and ISO, the rule of thirds,
portraiture and studio lighting and continues to use the elements of design at its core.

Activity Learning Expectations Assessment Tasks

A2.1, A2.2, Student-Teacher Students will search for

The Sweet Spot
B2.3 Conferencing
examples of the rule of third and
4.1 The Golden Mean and the
discuss its effect.
Rule to Thirds

Through The Looking
Students will produce a photo
Glass
4.2
The Elements of design are
all around us.
A1.1, A1.4, A2.2, A2.3, Final Product, Checklist,
B3.1, B3.2 Portfolio book containing one photo
D1.1, D2.2, D2.4 representing each of the
elements of design.

Exposed: Time Travel at A1.1, A2.2, A2.3, Final Product, Checklist

Students produce a photo book
the Speed of Light B3.1, B3.2, Portfolio using variations of exposure to
4.3
The Exposure Triangle. Light, C2.4 lights and shutter speed.
Speed, Sensitivity D1.1, D2.2, D2.4

Light is Like Water A1.2 A1.3, A1.4, Journal, Rubric, Peer In pairs or trios students practice
4.4
Natural light for portraiture. B3.1, B3.2, Evaluation,
portraiture and produce a
C2.4 Portfolio portfolio of 5 different portrait
…And There Was Light D1.1, D2.2, D2.4 styles.
4.5
Studio Lighting in Portraiture
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Unit 5: When a Day Becomes a Minute and a Minute Becomes a Lifetime Part 1
Introduction to Audio Design and Responsibilities of Communication Technology

Time: 12/36 hours

Description: Introduce the topics of our use technology as it effects society and the environment. Introduce Audio production.
Introduce types of microphones, recording techniques, interviewing techniques, music and sound effects, podcasting.

Activity Learning Expectations Assessment Tasks

The Hero: When One Rubrics, Journal

Students will prepare10
Minute Becomes a B2.3, B2.4 questions that would make for a
5.1
Lifetime C1.1, C1.2 compelling interview with a
The Impact We Make, Pt 1 historic heroic person.

A1.3, A3.1 Peer Critique Conferencing, Students will conduct and

The Art of Questioning B3.1, B3.2, Presentation, Finished interview on the field using your
5.2
The Power Of The Interview C2.1 Product,
phone. “The Real
D1.1, D1,2, D2.2, D2.4 Portfolio Heroes” (community heroics)

Recording Sound Effects: A1.3, A3.1 Peer Critique Conferencing, In pairs or trios students will add
When a Day Becomes a B1.1, B2.4, B2.1, B2.2, B2.3, B2.5, B2.6, Presentation, Finished sound effects/dialogue to an
5.3 Minute D1.1, D1.2, D2.2, D2.4 Product,
existing film scene.
So Much Work, So Little To Portfolio
show…Pt 1

My Heroes: From C1.1, C2.3, C2.4, C2.5 Journal Individually, students reflect on
5.4 Asgard to Midgard their fauvorite heroes from fiction
Reflection, Pt 1 and real life.
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Unit 6: When a Day Becomes a Minute and a Minute Becomes a Lifetime Part 2
Introduction to Video Design and the Responsibilities of Communication Technology

Time: 22/36 hours

Description: Introduce topics related to our use of technology as it effects society/the environment. Introduce video production,
storyboarding, camera angles, filming techniques and editing.

Activity Learning Expectations Assessment Tasks

The Black Sheep: A1.2. A1.3, A1.4, A1.5 A3.1, A3.2, A3.3 Project Proposal, Student- Students will read “The Black
When One Minute B1.1, B2.1, B2.2, B3.3, Teacher Conferencing
Sheep” By Augusto Monterroso
6.1
Becomes a Lifetime C2.3, C2.4, C2.5   and produce a project proposal
The Impact We Make, Pt 2 for a short film

The Art of Storyboarding A1.3, A3.1 Final Product, Checklist,

Students will produce a story
6.2
and Camera Angles B3.1, B3.2, board for their approved project

Filming on a Budget: A1 A2.1, A2.2, A3.1 A3.2, A3.3, Final Product, Checklist
Students produce the short film
A Lifetime of Pay B1.1, B2.4, B2.2, B2.3, B2.5, B2.6, Portfolio they have proposed to make.
6.3 Gets a Minute of Joy C2.1
So Much Work, So Little To D1.1,D1.2, D2.2, D2.4
Show… Pt 2

My Impact: C2.3, C2.4, C2.5  Journal Individually, students reflect on

6.4 From Midgard to Helgard the negative impact people can
Reflection Pt 2 have on others.
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Unit 7/8: Let it Flow, Let it Flow, Let it Flow
Introduction to Animation/Web Design and The Ethics of Communication Technology

Time: 15 hours

Description: Discuss topics of ethics and copyright in more depth. Introduce web design, domain/hosting, content, dangers layout,
flow and design. Introduce animation, its history and different types, and entertainment and commercial uses. Students will have a
choice of working one of the two in more depth.

Activity Learning Expectations Assessment Tasks

Flows Like a Flag: C2.2, C2.4 Journal

Students discuss opinions on copyright
It’s attached. and intellectual property.
7.1
Intellectual Property and
Digital Copyright

Flows Like the Flu: A1.1, A1.2, Final Product,

Students create a GIF meme and a digital
Who knows where it B1.2B3.2, B3.2 Rubric,Checklist,
animation about memes and how they go
7.2
Started. C2.1, C2.3, C2.4, C2.5 Portfolio
viral.
Ideas Going Viral D2.3, D2.4

C2.2, C2.3, C2.4 Journal Students find and analyze what they
Smooth Flow
8.1 believe to be an effectively designed web
Making It Work Well
site.

A1.1, A1.2, Final Product,

Students design a Portfolio Website
Slick Flow B1.2B3.2, B3.2, Rubric,

8.2
Making It Look Good C2.1, C2.2, C2.3, C2.4, C2.5 Checklist,

D2.3, D2.4 Portfolio

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Unit 9: The Big Production

Culminating Collaborative/Cooperative/Individual Activities

Time: 36 hours
Description: Introduces a culminating project that allows for teamwork, cooperation, collaboration and online publication. Projects
will be showcased on a special event, in which family and the community will be invited to attend. Project contains an individual
component. Theme’s are open, but in consultation and with the approval of the teacher, and agreement of the group.

Learning
Activity Assessment Tasks
Expectations

The Proposal A3, B1, B2, B3, Project Proposal

Students create a proposal for a film which is to be the focus
9.1
Cooperatively D1, D2, (Cooperative) of their culminating project.

The Parts: A1, A2, A3 Final Products

Students produce an advertisement poster for their film
9.2
Collaboratively B2, B3, (Collaborative*)
which includes graphic design and photography
C2.1, C2.5
★Pic & Promote:
D1, D2 Peer Critique/ Evaluation
Students produce animated titles and credits for the
9.3 Design of Poster *Students collaborate to produce beginning and/or end of their short film.
Advertisement and all of the components of the
Photographic Students produce a storyboard of the film, film and edit the
project. Each student is responsible
9.4 Documentation for one or two of the components film.
★Portray/Produce:
assigned, as agreed on, equitably,
★Storyboarding and
and with approval of the team. Students record narration and/or a minimum of 5 recorded
9.5 Film Editing original sound effects/bites.
★Pep:

Animation of Titles Students create a Web Page about the film, which includes
and Credits evidence of its design process . It must also include
★Parlé & Pop: graphics, photos and the the actual finished film.
9.6 Sound Recordings
★Publish:

Web Design

A3 Presentation,
Students design invitations and host a gala for all the class
The Presentation
9.7 B3 Final Product.
work, inviting the school/community.
Cooperatively D2 Peer Critique/ Evaluation

The Pondering C1, C2, Journal,

Students individually produce a reflection detailing the whole
9.8
Individual Reflection D2 Student-Teacher Conferencing. process, its components, pros and cons of its format.