| Content |
personal and collective responsibility associated with creating, experiencing, or presenting in a safe learning environment |
Arts Education 4 |
No CCG |
| Keyword: personal and collective responsibility |
Elaboration: ensuring the physical and emotional safety of self and others when engaging in the arts; being considerate of sensitive content, facilities, and materials |
| Keyword: presenting |
Elaboration: includes any form of presentation or sharing as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource |
|
| Content |
a variety of regional and national works of art and artistic traditions from diverse cultures, communities, times, and places |
Arts Education 4 |
No CCG |
| Keyword: works of art |
Elaboration: the results of creative processes in disciplines such as dance, drama, music, and visual arts |
|
| Content |
traditional and contemporary Aboriginal arts and arts-making processes |
Arts Education 4 |
No CCG |
| Keyword: Aboriginal arts |
Elaboration: 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 |
|
| Content |
symbolism and metaphor create and represent meaning |
Arts Education 4 |
No CCG |
| Keyword: symbolism |
Elaboration: 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) |
|
| Content |
image development strategies |
Arts Education 4 |
No CCG |
| Keyword: image development strategies |
Elaboration: processes that transform ideas and experiences into visual images (e.g., elaboration, repetition, and simplification |
|
| Content |
notation to represent sounds, ideas, movements, elements, and actions |
Arts Education 4 |
No CCG |
| Keyword: notation |
Elaboration: any written, visual, or kinetic form of representing music compositions; for example, non-traditional and traditional notation can be used to represent sounds, and students can be introduced to the treble clef and five-lined staff; in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement; in drama this can include diagrams indicating stage directions |
|
| Content |
a variety of dramatic forms |
Arts Education 4 |
No CCG |
| Keyword: dramatic forms |
Elaboration: 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 |
|
| Content |
choreographic devices |
Arts Education 4 |
No CCG |
| Keyword: choreographic devices |
Elaboration: ways of developing movement (e.g., change level, dynamics, time, size, repetition) |
|
| Content |
processes, materials, technologies, tools and techniques to support arts activities |
Arts Education 4 |
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.
|
|
| Content |
elements and principles that together create meaning in the arts, including but not limited to:
- dance: body, space, dynamics (dance), time, relationships, form, and movement principles
- drama: character, time, place, plot, tension, mood and focus
- music: beat/pulse, duration, rhythm (music), tempo, pitch, timbre, dynamics (music), form (music), texture
- visual arts: elements of design: line, shape, space, texture, colour, form (visual arts); principles of design: pattern, repetition, balance, contrast, emphasis, rhythm (visual arts), variety
|
Arts Education 4 |
No CCG |
| Keyword: dance |
Elaboration: the elements of dance are universally present in all dance forms and grow in sophistication over time
|
| Keyword: body |
Elaboration: what the body is doing, including whole or partial body action, types of movement (locomotor and non-locomotor), etc.
|
| Keyword: space |
Elaboration: where the body is moving, including place, level, direction, pathway, size/reach, shape, etc.
|
| 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)
|
| Keyword: time |
Elaboration: how the body moves in relation to time, including beat (underlying pulse), tempo, and rhythmic patterns
|
| Keyword: relationships |
Elaboration: with whom or what the body is moving; movement happens in a variety of relationship including pairs, groups, objects, and environments
|
| 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
|
| Keyword: movement principles |
Elaboration: alignment (mobility, stability, plumbline), weight transfer, flexibility, strength, balance, coordination
|
| Keyword: character |
Elaboration: in drama, taking on and exploring the thoughts, perceptions, feelings, and beliefs of another
|
| Keyword: duration |
Elaboration: the length of a sound or silence in relation to the beat (e.g., shorter, longer, equal)
|
| Keyword: rhythm (music) |
Elaboration: the arrangement of sounds and silences over time
|
| Keyword: tempo |
Elaboration: the frequency or speed of the beat
|
| Keyword: pitch |
Elaboration: how high or low a note is (e.g., melodic steps, skips, leaps, or repeated tones)
|
| Keyword: timbre |
Elaboration: the characteristic quality of a sound independent of pitch and dynamics; tone colour
|
| Keyword: dynamics (music) |
Elaboration: relative and changing levels of sound volume (e.g., forte, piano, decrescendo)
|
| Keyword: form (music) |
Elaboration: the structure of a musical work (e.g., ABA, rondo form)
|
| 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
|
| Keyword: principles of design |
Elaboration: the planned use of the visual elements to achieve a desired effect
|
| Keyword: pattern |
Elaboration: a design in which shapes, colours or lines repeat with regularity
|
| Keyword: repetition |
Elaboration: using the same object, colour, marking, or type of line more than once
|
| Keyword: balance |
Elaboration: a principle of design concerned with the arrangement of one or more of the elements so that they give a sense of equilibrium in design and proportion (e.g., balance of shapes or colours, lightness and darkness)
|
| Keyword: rhythm (visual arts) |
Elaboration: the combination of pattern and movement to create a feeling of organized energy
|
| Keyword: music |
Elaboration: The elements of music are universally present in all forms of vocal and instrumental music and grow in sophistication over time.
|
|
| Curricular Competency |
Demonstrate increasingly sophisticated application and/or engagement of curricular content |
Arts Education 4 |
Communicating and documenting |
|
| Curricular Competency |
Experience, document and present creative works in a variety of ways |
Arts Education 4 |
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: present |
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 works of art and explore artists’ intent |
Arts Education 4 |
Communicating and documenting |
|
| Curricular Competency |
Express, feelings, ideas, and experiences in creative ways |
Arts Education 4 |
Communicating and documenting |
|
| Curricular Competency |
Interpret and communicate ideas using symbolism to express meaning through the arts |
Arts Education 4 |
Communicating and documenting |
|