Arts Education K

Arts Education K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Arts Education Kindergarten PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

Big Ideas

Grandes idées

People create art to express who they are as individuals and community.
Engagement in the arts
arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts 
creates opportunities for inquiry
inquiry
an approach to learning based on students’ questions, wonderings and observations 
through purposeful play.
Dance, drama, music, and visual arts express meaning in unique ways.
People connect to others and share ideas through the arts
arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts 
.

Learning Standards

Show All Elaborations

Curricular Competencies

o-o-oo-o-o
Students will be able to use creative processes to:
o-o-oo-o-o

Exploring and creating

Explore elements
elements
characteristics of dance, drama, music, and visual arts 
, 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
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 artistic expressions of themselves and community through creative processes
creative processes
the means by which an artistic work (in dance, drama, music, and visual arts) is made; includes but is not limited to exploration, selection, combination, refinement, and reflection 
o-o-oo-o-o

Reasoning and reflecting

Observe and share how artists
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
variety of art forms
mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances 
to nurture motivation, development, and imagination
Reflect on creative processes and make connections to other experiences
o-o-oo-o-o

Communicating and documenting

Interpret how symbols are used through the arts
Express feelings, ideas, stories, observations, and experiences through the arts
Describe and respond to works of art
Experience, document
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
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

Content

Students are expected to know the following:
elements in the arts, including but not limited to:
  • dance
    dance
    the elements of dance are universally present in all dance forms and grow in sophistication over time 
    : body
    body
    what the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc. 
    , space
    space
    where the body is moving, including place, level, direction, pathway, size/reach, shape, etc. 
    , dynamics
    Array
    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
    time
    how the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns 
    , relationships
    relationships
    with whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environments 
    , form
    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
    character
    in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another 
    , time, place, plot
  • music: beat/pulse, rhythm
    rhythm
    the arrangement of sounds and silences over time 
    , tempo
    tempo
    the frequency or speed of the beat 
    , pitch
    pitch
    how high or low a note is 
    , dynamics
    Array
    the level of loudness or softness of music (e.g., loud/soft) 
  • visual arts: elements of design: line
    line
    e.g., thick, thin, wavy, zigzag, jagged, etc. 
    , shape
    shape
    2-dimensional enclosed space, as compared to form which is 3-dimensional 
    , texture
    texture
    the way something feels (e.g., smooth, rough, fuzzy) 
    , colour; principles of design
    principles of design
    the planned use of the visual elements to achieve a desired effect 
    : pattern
    pattern
    a design in which shapes, colours or lines repeat with regularity 
    , repetition
    repetition
    using the same object, colour, marking, or type of line more than once 
processes, materials, movements, technologies
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
notation
any written, visual, or kinetic form of representing music compositions; for example, movement and body percussion (e.g., clap, snap, stomp) can be used to investigate and represent music patterns and concepts; 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
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
symbolism
use of objects, words, or actions to represent abstract ideas; includes but is not limited to colours, images, movements, and sounds (e.g., love can be symbolized by the colour red or the cradling of one’s arms) 
as expressions of meaning
traditional and contemporary Aboriginal arts
Aboriginal arts
dances, songs, stories, and objects created by Aboriginal peoples for use in daily life or to serve a purpose inspired by ceremonies or rituals as part of cultural tradition 
and arts-making processes
variety of local works of art
works of art
the results of creative processes in disciplines such as dance, drama, music, and visual arts 
and artistic traditions
personal and collective responsibility
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
sharing
includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource 
in a safe learning environment
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.