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Arts Education 3
2016/17
Curriculum Arts Education Grade 3
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
The mind and body work together when creating works of art.
works of art
the results of creative processes in disciplines such as dance, drama, music, and visual arts Creative experiences involve an interplay between exploration, inquiry, and purposeful choice.
Dance, drama, music, and visual arts are each unique languages for creating and communicating.
The arts connect our experiences to the experiences of others.
arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts Learning Standards
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Curricular Competencies
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Students will be able to use creative processes to:
Exploring and creating
Choose elements, processes, materials, movements, technologies, tools, techniques, and environments of the arts
elements
characteristics of dance, drama, music, and visual art Create artistic works collaboratively and as an individual, using ideas inspired by imagination, inquiry, experimentation, and purposeful play
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 Explore identity, place, culture, and belonging through arts experiences
Explore relationships among cultures, communities, and the arts
Reasoning and reflecting
Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques
artists
people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves Refine ideas, processes, and technical skills in a variety of art forms
variety of art forms
mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances Reflect on creative processes and make connections to personal experiences
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 Connect knowledge and skills from other areas of learning in planning, creating, and interpreting works for art
areas of learning
in BC’s provincial curriculum program, the discipline-based fields of knowledge, such as Science, Arts Education and Social Studies; each area of learning contains a set of learning standards Communicating and documenting
Apply learned skills, understandings, and processes in new contexts
Interpret and communicate ideas using symbolism in the arts
Express feelings, ideas, and experiences in creative ways
Describe and respond to visual and performing art pieces and provide constructive feedback
Experience, document and share creative works in a variety of ways
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) share
includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource Demonstrate increasingly sophisticated application and/or engagement of curricular content
Content
Students are expected to know the following:
elements in the arts, including but not limited to:
- dance: bodydancethe elements of dance are universally present in all dance forms and grow in sophistication over time, spacebodywhat the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc., dynamicsspacewhere the body is moving, including place, level, direction, pathway, size/reach, shape, etc., timeArrayhow energy is expended and directed through the body in relation to time (quick/sustained), weight (strong/light), space (direct/indirect), and flow (free/bound), relationshipstimehow the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns, formrelationshipswith whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environmentsformThe 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, time, place, plot, tensioncharacterin drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another
- music: beat/pulse, duration, rhythmdurationthe length of a sound or silence in relation to the beat (e.g., shorter, longer, equal), tempoArraythe arrangement of sounds and silences over time, pitchtempothe frequency or speed of the beat, timbrepitchhow high or low a note is, dynamicstimbrethe characteristic quality of a sound independent of pitch and dynamics; tone colour, formArraythe level of loudness, softness, or changing volume of music (e.g., louder, softer)textureformThe shape or structure of a dance; the orderly arrangement of thematic material. For example: phrase, beginning, middle, end, ABA, canon, call and response, narrative, abstracttexturesimultaneous layering of sounds (e.g., combining singing with other instruments, partner songs)
- visual arts: elements of design: line, shape, space, texture, colour, form; principles of designArraythe 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): patternprinciples of designthe planned use of the visual elements to achieve a desired effect, repetitionpatterna design in which shapes, colours or lines repeat with regularity, rhythmrepetitionusing the same object, colour, marking, or type of line more than once, contrast, emphasisArraythe combination of pattern and movement to create a feeling of organized energy
processes, materials, technologies, tools, and techniques to support arts activities
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 notation to represent sounds, ideas, and movement
notation
any written, visual, or kinetic form of representing music compositions; for example, non-traditional invented notation can be used to represent sound, or traditional notation used to represent high/low pitches on a three-lined staff; in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement a variety of dramatic forms
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 image development strategies
image development strategies
processes that transform ideas and experiences into visual images (e.g., elaboration, repetition, and simplification.) choreographic devices
choreographic devices
ways of developing movement (e.g., change level, dynamics, time, size, repetition) symbolism as ways of creating and representing meaning
symbolism
use of an object, word, or action to represent an abstract idea; includes but is not limited to colours, images, movements, and sounds (e.g., the solar system can be represented through positive and negative space, sound exploration, or collaborative movement) traditional and contemporary Aboriginal arts and arts-making processes
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 a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places
works of art
the results of creative processes in disciplines such as dance, drama, music, and visual arts personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment
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 sharing
includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.