| Curricular Competency |
Explore connections to identity, place, culture, and belonging through creative expression |
Arts Education 5 |
Exploring and creating |
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| Curricular Competency |
Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play
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Arts Education 5 |
Exploring and creating |
| Keyword: purposeful play |
Elaboration: 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.
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| Curricular Competency |
Intentionally select artistic elements, processes, materials, movements, technologies, tools, techniques, and environments to express meaning in their work |
Arts Education 5 |
Exploring and creating |
| Keyword: elements |
Elaboration: characteristics of dance, drama, music, and visual arts |
| Keyword: technologies |
Elaboration: refers to both digital and non-digital implements and the processes that artists employ in the creation of art, in traditional and |
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| Big Ideas |
People connect to others and share ideas through the arts. |
Arts Education 1 |
No CCG |
| Keyword: arts |
Elaboration: includes but is not limited to the four disciplines of dance, drama, music, and visual arts |
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| Big Ideas |
Dance, drama, music, and visual arts express meaning in unique ways. |
Arts Education 1 |
No CCG |
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| Big Ideas |
Engagement in the arts creates opportunities for inquiry through purposeful play. |
Arts Education 1 |
No CCG |
| Keyword: arts |
Elaboration: includes but is not limited to the four disciplines of dance, drama, music, and visual arts |
| Keyword: inquiry |
Elaboration: an approach to learning based on students’ questions, wonderings and observations |
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| Big Ideas |
People create art to express who they are as individuals and community. |
Arts Education 1 |
No CCG |
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| Content |
personal and collective responsibility associated with creating, experiencing, or sharing in a safe learning environment |
Arts Education 1 |
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: sharing |
Elaboration: includes any form of presentation as outlined in the Connecting, Creating, Presenting, and Responding in Arts Education resource |
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| Content |
a variety of local works of art and artistic traditions from diverse cultures and communities |
Arts Education 1 |
No CCG |
| Keyword: works of art |
Elaboration: the results of creative processes in disciplines such as dance, drama, music, and visual arts |
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| Content |
traditional and contemporary Aboriginal arts and arts-making processes |
Arts Education 1 |
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 |
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| Content |
symbolism as a means of expressing specific meaning |
Arts Education 1 |
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., a sad mood could be represented with blue colours, a slow tempo, or a legato line) |
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| Content |
a variety of dramatic forms |
Arts Education 1 |
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 |
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| Content |
notation to represent sounds, ideas and movement |
Arts Education 1 |
No CCG |
| Keyword: notation |
Elaboration: any written, visual, or kinetic form of representing music compositions; for example, the use of invented notation to represent sound can be used; 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 |
elements in the arts, including but not limited to:
- dance: body, space, dynamics (dance), time, relationships, form
- drama: character, time, place, plot
- music: beat/pulse, rhythm, tempo, pitch, dynamics (music), form (music)
- visual arts: elements of design: line, shape, texture, colour; principles of design: pattern, repetition
- processes, materials, movements, technologies, tools and techniques to support arts activities
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Arts Education 1 |
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: rhythm |
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: the property of how high or low a note is
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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: form (music) |
Elaboration: the structure of a musical work (e.g., AB form; same/different phrases)
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| Keyword: line |
Elaboration: e.g., thick, thin, wavy, zigzag, jagged, etc.
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| Keyword: shape |
Elaboration: 2-dimensional enclosed space, as compared to form which is 3-dimensional
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| Keyword: texture |
Elaboration: the way something feels (e.g., smooth, rough, fuzzy)
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| 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: 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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| 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 1 |
Communicating and documenting |
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