| Content |
notation to represent sounds, ideas, and movement |
Arts Education 3 |
No CCG |
| Keyword: notation |
Elaboration: 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 |
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| Content |
processes, materials, technologies, tools, and techniques to support arts activities
|
Arts Education 3 |
No CCG |
| Keyword: technologies |
Elaboration: 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.
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| Content |
elements in the arts, including but not limited to:
- dance: body, space, dynamics (dance), time, relationships, form
- drama: character, time, place, plot, tension
- music: beat/pulse, duration, rhythm (music), tempo, pitch , timbre, dynamics (music), form texture
- visual arts: elements of design: line, shape, space, texture, colour, form (visual arts); principles of design: pattern, repetition, rhythm (visual arts), contrast, emphasis
|
Arts Education 3 |
No CCG |
| Keyword: dance |
Elaboration: the elements of dance are universally present in all dance forms and grow in sophistication over time
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| Keyword: body |
Elaboration: what the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc.
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| Keyword: space |
Elaboration: where the body is moving, including place, level, direction, pathway, size/reach, shape, etc.
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| Keyword: dynamics (dance) |
Elaboration: 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)
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| Keyword: time |
Elaboration: how the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns
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| Keyword: relationships |
Elaboration: with whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environments
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| Keyword: form |
Elaboration: 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
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| Keyword: character |
Elaboration: in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another
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| Keyword: duration |
Elaboration: the length of a sound or silence in relation to the beat (e.g., shorter, longer, equal)
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| Keyword: rhythm (music) |
Elaboration: the arrangement of sounds and silences over time
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| Keyword: tempo |
Elaboration: the frequency or speed of the beat
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| Keyword: pitch |
Elaboration: how high or low a note is
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| Keyword: timbre |
Elaboration: the characteristic quality of a sound independent of pitch and dynamics; tone colour
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| Keyword: dynamics (music) |
Elaboration: the level of loudness, softness, or changing volume of music (e.g., louder, softer)
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| Keyword: texture |
Elaboration: simultaneous layering of sounds (e.g., combining singing with other instruments, partner songs)
|
| Keyword: form (visual arts) |
Elaboration: 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)
|
| Keyword: principles of design |
Elaboration: the planned use of the visual elements to achieve a desired effect
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| Keyword: pattern |
Elaboration: a design in which shapes, colours or lines repeat with regularity
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| Keyword: repetition |
Elaboration: using the same object, colour, marking, or type of line more than once
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| Keyword: rhythm (visual arts) |
Elaboration: the combination of pattern and movement to create a feeling of organized energy
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| Keyword: music |
Elaboration: The elements of music are universally present in all forms of vocal and instrumental music and grow in sophistication over time.
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|
| Curricular Competency |
Demonstrate increasingly sophisticated application and/or engagement of curricular content |
Arts Education 3 |
Communicating and documenting |
|
| Curricular Competency |
Experience, document and share creative works in a variety of ways |
Arts Education 3 |
Communicating and documenting |
| Keyword: document |
Elaboration: 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) |
| Keyword: share |
Elaboration: includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource |
|
| Curricular Competency |
Describe and respond to visual and performing art pieces and provide constructive feedback |
Arts Education 3 |
Communicating and documenting |
|
| Curricular Competency |
Express feelings, ideas, and experiences in creative ways |
Arts Education 3 |
Communicating and documenting |
|
| Curricular Competency |
Interpret and communicate ideas using symbolism in the arts |
Arts Education 3 |
Communicating and documenting |
|
| Curricular Competency |
Apply learned skills, understandings, and processes in new contexts |
Arts Education 3 |
Communicating and documenting |
|
| Curricular Competency |
Connect knowledge and skills from other areas of learning in planning, creating, and interpreting works for art |
Arts Education 3 |
Reasoning and reflecting |
| Keyword: areas of learning |
Elaboration: 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 |
|
| Curricular Competency |
Reflect on creative processes and make connections to personal experiences |
Arts Education 3 |
Reasoning and reflecting |
| Keyword: creative processes |
Elaboration: 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 |
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| Curricular Competency |
Refine ideas, processes, and technical skills in a variety of art forms
|
Arts Education 3 |
Reasoning and reflecting |
| Keyword: variety of art forms |
Elaboration: mediums of creative or artistic expression, such as painting, sculpture, plays, improvisations, dances, songs, and performances in both/either solo and/or ensemble contexts.
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|
| Curricular Competency |
Observe, listen, describe, inquire, and predict how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques |
Arts Education 3 |
Reasoning and reflecting |
| Keyword: artists |
Elaboration: people who create works in any of the arts disciplines (e.g., dancers, actors, musicians, visual artists); also includes the students themselves |
|
| Curricular Competency |
Explore relationships among cultures, communities, and the arts |
Arts Education 3 |
Exploring and creating |
|
| Curricular Competency |
Explore identity, place, culture, and belonging through arts experiences |
Arts Education 3 |
Exploring and creating |
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