| Content |
processes, materials, movements, technologies, tools, strategies, and techniques to support creative works
|
Arts Education 8 |
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.
|
| Keyword: strategies |
Elaboration: for example, in drama, strategies refer to the techniques and approaches teachers or students use to explore and create a drama work (e.g., playbuilding, improvisation, tableau, soundscape, voice collage, discussions and debates, teacher in role, writing in and out of role, reflection activities). In music, strategies could refer to the collaboration of performing in an ensemble. |
|
| Content |
manipulation of elements, principles, and design strategies to create mood and convey ideas 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, focus, contrast, balance
- music: beat/pulse, metre, duration, rhythm (music), tempo, pitch, timbre, dynamics (music), form (music), texture, notation
- visual arts: elements of design: line, shape, space, texture, colour, form (visual arts), value; principles of design: pattern, repetition, balance, contrast, emphasis, rhythm (visual arts), movement, variety, proportion, unity, harmony
|
Arts Education 8 |
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: metre |
Elaboration: groupings or patterns of strong and weak beats
|
| Keyword: duration |
Elaboration: the length of a sound or silence in relation to the beat
|
| 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
|
| 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
|
| Keyword: texture |
Elaboration: simultaneous layering of sounds (e.g., multi-part music making)
|
| Keyword: notation |
Elaboration: could include use of traditional and non-traditional notation (e.g., guitar tablature); 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
|
| 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: value |
Elaboration: describes lightness or darkness
|
| Keyword: principles of design |
Elaboration: the planned use of the visual elements to achieve a desired effect
|
| 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., radial, symmetrical, or asymmetrical)
|
| Keyword: rhythm (visual arts) |
Elaboration: the combination of pattern and movement to create a feeling of organized energy
|
| Keyword: movement |
Elaboration: deliberate control of the viewer’s visual path across a work (e.g., a strong diagonal thrust of a colour)
|
| Keyword: proportion |
Elaboration: the relationship in size of parts, to a whole, and to one another
|
| Keyword: unity, harmony |
Elaboration: these concepts are closely related and often overlap; elements are used to create a sense of completeness
|
| 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 8 |
Communicating and documenting |
|
| Curricular Competency |
Use the arts to communicate, respond to and understand environmental and global issues |
Arts Education 8 |
Communicating and documenting |
|
| Curricular Competency |
Experience, document, choreograph, perform, and share creative works in a variety of ways |
Arts Education 8 |
Communicating and documenting |
| Keyword: document |
Elaboration: activities that help students reflect on their learning and make their learning visible (e.g., through drawing, painting, journaling, taking pictures, making video clips or audio-recordings, constructing new works, and compiling a portfolio) |
|
| Curricular Competency |
Describe, interpret and respond to works of art |
Arts Education 8 |
Communicating and documenting |
| Keyword: respond |
Elaboration: the response to a work of art can come in a number of forms including, but not limited to, speaking, writing, or creating new works of art |
|
| Curricular Competency |
Take creative risks to express feelings, ideas, and experiences |
Arts Education 8 |
Communicating and documenting |
|
| Curricular Competency |
Interpret and communicate ideas using symbols and elements to express meaning through the arts |
Arts Education 8 |
Communicating and documenting |
| Keyword: symbols |
Elaboration: can be representative of an idea ("symbolism") or a means for communicating performance instructions (i.e., dynamic markings in music) |
|
| Curricular Competency |
Adapt learned skills, understandings, and processes for use in new contexts and for different purposes and audiences |
Arts Education 8 |
Communicating and documenting |
| Keyword: audiences |
Elaboration: one or more individuals viewing or engaging with an artistic work (a completed work or one in progress) |
|
| Curricular Competency |
Respond to works of art using one’s knowledge of the world |
Arts Education 8 |
Reasoning and reflecting |
|
| Curricular Competency |
Interpret works of art using knowledge and skills from various areas of learning |
Arts Education 8 |
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 works of art and creative processes to understand artists motivations and meanings |
Arts Education 8 |
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 |
|
| Curricular Competency |
Develop, refine ideas, and critically appraise ideas, processes, and technical skills in a variety of art forms to improve the quality of artistic creations
|
Arts Education 8 |
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.
|
|
| Curricular Competency |
Describe, interpret and evaluate how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, techniques, and environments to create and communicate ideas |
Arts Education 8 |
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 |
Demonstrate an understanding and appreciation of personal, social, cultural, historical, and environmental contexts in relation to the arts |
Arts Education 8 |
Exploring and creating |
|