Building Student Success - B.C. Curriculum

Big Ideas

Creative expression develops our unique identity and voice.

Inquiry through the arts

includes but is not limited to the four disciplines of dance, drama, music, and visual arts

creates opportunities for risk taking

making an informed choice to do something where unexpected outcomes are acceptable and serve as learning opportunities

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Dance, drama, music, and visual arts are each unique languages for creating and communicating.

People connect to the hearts and minds of others in a variety of places and times through the arts

includes but is not limited to the four disciplines of dance, drama, music, and visual arts

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Content

Learning Standards

Content

elements in the arts, including but not limited to:

dance
the elements of dance are universally present in all dance forms and grow in sophistication over time

: body
what the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc.

, space
where the body is moving, including place, level, direction, pathway, size/reach, shape, etc.

, dynamics (dance)
how energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bound)

, time
how the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns

, relationships
with whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environments

, form
The shape or structure of a dance; the orderly arrangement of thematic material. For example: phrase, beginning, middle, end, ABA, canon, call and response, narrative, abstract
drama: character
in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another

, time, place, plot, tension
music
The elements of music are universally present in all forms of vocal and instrumental music and grow in sophistication over time.

: beat/pulse, duration
the length of a sound or silence in relation to the beat (e.g., shorter, longer, equal)

, rhythm (music)
the arrangement of sounds and silences over time

, tempo
the frequency or speed of the beat

, pitch
how high or low a note is (e.g., direction of a melody)

, timbre
the characteristic quality of a sound independent of pitch and dynamics; tone colour

, dynamics (music)
the level of loudness, softness, or changing volume of music (e.g., louder, softer)

, form (music)
the structure of a musical work (e.g., AB form; same/different phrases)

, texture
the way something feels (e.g., smooth, rough, fuzzy)
visual arts: elements of design: line
e.g., thick, thin, wavy, zigzag, jagged, etc.

, shape
2-dimensional enclosed space, as compared to form which is 3-dimensional

, texture
the way something feels (e.g., smooth, rough, fuzzy)

, colour, form (visual arts)
the visual element that pertains to an actual or implied three-dimensional shape of an image; visual art forms can be geometric (e.g., sphere, cube, pyramid) or organic (e.g., animal forms)

; principles of design
the planned use of the visual elements to achieve a desired effect

: pattern
a design in which shapes, colours or lines repeat with regularity

, repetition
using the same object, colour, marking, or type of line more than once

, rhythm (visual arts)
the combination of pattern and movement to create a feeling of organized energy

, contrast

processes, materials, technologies

includes both manual and digital technologies (e.g., electronic media, production elements, information technology, sound equipment and recording technologies, etc.); in visual arts, any visual image-making technology (e.g., paintbrush, scissors, pencil, stamp) and includes the improvisational use of miscellaneous items.

, tools, and techniques to support arts activities

notation

any written, visual, or kinetic form of representing music compositions; for example, a simplified version of standard musical notation could be introduced (e.g., a three-lined musical staff instead of five-lined) ; in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement

to represent sounds, ideas, and movement

a variety of dramatic forms

a medium for the expression of dramatic meaning (e.g., improvisation, tableau, role-play, mime, readers theatre, story theatre); may involve the integration of a variety of media and a combination of the arts

symbolism

use of objects, words, or actions to represent abstract ideas; includes but is not limited to colours, images, movements, and sounds (e.g., family can be represented with connected shapes, similar timbres, or collaborative movement)

as a means of expressing specific meaning

traditional and contemporary Aboriginal arts

dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies as part of cultural tradition

and arts-making processes

a variety of local works of art

the results of creative processes in disciplines such as dance, drama, music, and visual arts

and artistic traditions from diverse cultures, communities, times, and places

personal and collective responsibility

ensuring the physical and emotional safety of self and others when engaging in the arts; being considerate of sensitive content, facilities, and materials

associated with creating, experiencing, or sharing in a safe learning environment

Curricular Competency

Learning Standards

Curricular Competency

Exploring and creating

Explore elements

characteristics of dance, drama, music, and visual art

, processes, materials, movements, technologies, tools, and techniques of the arts

Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play

learning that uses real-life and/or imaginary situations to engage and challenge learners’ thinking. Through planned purposeful play, students express their natural curiosity while exploring the world around them. It also provides a means for high-level reasoning and problem solving in a variety of ways. Learning can be performed collaboratively in both solo and ensemble contexts.

Explore personal experience, community, and culture through arts activities

Reasoning and reflecting

Observe and share how artists

people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves

(dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques

Develop processes and technical skills in a variety of art forms

mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances in both/either solo and/or ensemble contexts.

to refine artistic abilities

Reflect on creative processes

the means by which an artistic work (in dance, drama, music, or visual arts) is made; includes but is not limited to exploration, selection, combination, refinement, and reflection

and make connections to other experiences

Communicating and documenting

Interpret symbolism and how it can be used to express meaning through the arts

Express feelings, ideas, stories, observations, and experiences through creative works

Describe and respond to works of art

Experience, document

activities that help students reflect on their learning (e.g., through drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, compiling a portfolio)

and share

includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource

creative works in a variety of ways

Demonstrate increasingly sophisticated application and/or engagement of curricular content

Arts Education 2

Core Competencies

Big Ideas

Big Ideas

Content

Content

Curricular Competency

Curricular Competency

Exploring and creating

Reasoning and reflecting

Communicating and documenting