Arts Education K

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students will be able to use creative processes to:

Big Ideas

Big Ideas

People create art to express who they are as individuals and community.
Engagement in the arts
includes but is not limited to the four disciplines of dance, drama, music, and visual arts
creates opportunities for 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
includes but is not limited to the four disciplines of dance, drama, music, and visual arts
.

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
  • music

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

    : beat/pulse, rhythm

    the arrangement of sounds and silences over time

    , tempo

    the frequency or speed of the beat

    , pitch

    how high or low a note is

    , dynamics (music)

    the level of loudness or softness of music (e.g., loud/soft)

  • 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; 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

processes, materials, movements, 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, 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
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., love can be symbolized by the colour red or the cradling of one’s arms)
as expressions of 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 or rituals as part of cultural tradition
and arts-making processes
variety of local 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

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

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

in a safe learning environment

Curricular Competency

Learning Standards

Curricular Competency

Exploring and creating

Explore 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

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 artistic expressions of themselves and community through 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

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 nurture motivation, development, and imagination

Reflect on creative processes and make connections to other experiences

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
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