| Content |
a variety of local works of art and artistic traditions from diverse cultures, communities, times, and places |
Arts Education 2 |
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 2 |
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 as a means of expressing specific meaning |
Arts Education 2 |
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., family can be represented with connected shapes, similar timbres, or collaborative movement) |
|
| Content |
a variety of dramatic forms |
Arts Education 2 |
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 |
notation to represent sounds, ideas, and movement |
Arts Education 2 |
No CCG |
| Keyword: notation |
Elaboration: any written, visual, or kinetic form of representing music compositions; for example, a simplified version of standard musical notation could be introduced (e.g., a three-lined musical staff instead of five-lined) ; in dance, this can include written formal and informal systems of symbols, shapes, and lines that represent body position and movement |
|
| Content |
processes, materials, technologies, tools, and techniques to support arts activities |
Arts Education 2 |
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 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 (music), texture
- visual arts: elements of design: line, shape, texture, colour, form (visual arts); principles of design: pattern, repetition, rhythm (visual arts), contrast
|
Arts Education 2 |
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: 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., direction of a melody)
|
| Keyword: timbre |
Elaboration: the characteristic quality of a sound independent of pitch and dynamics; tone colour
|
| Keyword: dynamics (music) |
Elaboration: the level of loudness, softness, or changing volume of music (e.g., louder, softer)
|
| Keyword: form (music) |
Elaboration: the structure of a musical work (e.g., AB form; same/different phrases)
|
| Keyword: texture |
Elaboration: the way something feels (e.g., smooth, rough, fuzzy)
|
| Keyword: line |
Elaboration: e.g., thick, thin, wavy, zigzag, jagged, etc.
|
| Keyword: shape |
Elaboration: 2-dimensional enclosed space, as compared to form which is 3-dimensional
|
| 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
|
| 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: 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 2 |
Communicating and documenting |
|
| Curricular Competency |
Experience, document and share creative works in a variety of ways |
Arts Education 2 |
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 works of art |
Arts Education 2 |
Communicating and documenting |
|
| Curricular Competency |
Express feelings, ideas, stories, observations, and experiences through creative works |
Arts Education 2 |
Communicating and documenting |
|
| Curricular Competency |
Interpret symbolism and how it can be used to express meaning through the arts |
Arts Education 2 |
Communicating and documenting |
|
| Curricular Competency |
Reflect on creative processes and make connections to other experiences |
Arts Education 2 |
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 processes and technical skills in a variety of art forms to refine artistic abilities
|
Arts Education 2 |
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 |
Observe and share how artists (dancers, actors, musicians, and visual artists) use processes, materials, movements, technologies, tools, and techniques |
Arts Education 2 |
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 |
|