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Course Profile Exploring the Arts (AEA4O), Grade 12, Open,
Catholic and Public
Course Overview
Prerequisite: Any Grade 9 or 10 course in The Arts
Exploring
the Arts provides students with opportunities to study the arts in a variety of
ways, focusing on areas that particularly interest them. This course emphasizes
the acquisition and application of knowledge and skills related to the
creation, interpretation, and production of works involving dance, drama, media
arts, music, and/or visual arts. Since students enrolled in this course will
not necessarily be proceeding to post-secondary study of the arts,
consideration is given to arts as an avocation, as well as a career
possibility. Students will study, evaluate, create, and promote works of art
and productions, and use a variety of established and experimental techniques
and various technologies in individual and/or group projects. Because students
come to the course with diverse backgrounds and areas of expertise, the course
begins with an exploration of the elements, techniques, and principles, common
and unique, of all the arts. Following this, students experience the various
arts from historical and contemporary perspectives. An original production
concludes the course to provide a demonstration of skills and knowledge –
students put it together and make it happen.
In
Exploring the Arts, students use their God-given talents to engage in
self-discovery and to collaborate with others in the creation of works of art.
Through the arts, students speak the language of life and integrate faith with
life, respecting the traditions and diversity of all people. As effective
communicators, arts students present information and ideas clearly, honestly,
and sensitively. They create, adapt, and evaluate ideas in light of the common
good and the Gospel values. As self-directed, lifelong learners, students
demonstrate a positive sense of self and respect for others. Using their experience
in the arts, students work effectively as interdependent team members, aiming
for excellence, originality, and integrity in all their work. They respect the
environment through wise use of resources. Through continued acquisition and
affirmation of their talents, students confidently move forward on their life’s
journey.
·
Teachers
should consider the time frames in this Profile as suggestions only and should
vary the time frames to a
·
Since
this course is an exploration of all the arts, teachers should encourage
students to explore new and unfamiliar and/or challenging areas within the
arts.
·
Teachers
should share in the learning opportunities as they act as facilitators and
guides in the delivery of the program. Although teacher-directed activities may
focus on the particular expertise of the individual teacher, it is not expected
that the teacher be an expert in all the areas of the arts. Therefore, a mutual
learning involving both teacher and students naturally o
·
The
delivery of this course requires a
·
The
‘Human Canvas’ as the term is used in this Course Profile:
The ‘Human Canvas’ is used to reflect the
diversity in humanity – those elements that make us unique as individuals. Our
own national identity reflects the diversity in race, religion, and gender that
allows us to see ourselves as a cultural mosaic. This social mosaic is
ever-changing, just as our own lives change under the rhythm of life itself. By
using the human body to express elements of all the arts, e.g., through
movement, line, colour, rhythm, contrast, we can express both our humanity and our
artistic natures.
·
Teachers
should use community resources, including professional artists and those who
pursue the arts as an avocation, to provide a diversity of expertise reaching
beyond the walls of the school.
·
Collegial
sharing of resources and techniques provides valuable assistance in the
implementation of this program.
·
Consideration
may be given to program delivery through the team-teaching structure.
·
Field
trips to local and/or regional museums, art galleries, theatrical venues, and
concert halls are encouraged.
·
Teachers
need to have a general awareness of the arts from various historical periods.
·
Teachers
should be familiar with the Grade 9 and 10 Arts Course Profiles.
·
The
prerequisite for this course is su
·
To
meet the course destination performance standards, students are provided with
opportunities to develop their communication and collaborative skills, as well
as demonstrate analytical and reflective strategies, through writing and speaking
about their choices in creating works and their responses to their own and
others’ work.
Appendix
CO1 of the Course Overview is included to help teachers see the links among the
expectations, Achievement Chart, units, and activities in this Course Profile.
When planning units, activities, and assessments, teachers should consult this
organizer. Addressing the expectations in isolation is not recommended.
Expectations should be clustered to provide a more meaningful context and to
facilitate assessment.
The units
have been developed from the Overall and Specific Expectations and have been
framed by these Key Questions. They can be integrated to support and extend
critical, evaluative and analytic thinking skills.
Unit 1
·
What
are the essential principles and elements of all the arts?
·
What
do all of the art forms have in common?
·
How
is each arts form distinct and unique?
·
What
techniques might be used in a production integrating the arts?
·
What
expertise do I bring to the class?
·
What
are my learning goals?
·
What
can I learn about myself from experiencing art forms in which I have limited
experience and expertise?
·
How
can one art form be used as a starting point to develop other art forms?
·
How
do the arts support one another?
·
How
can my body, mind, and soul be used as a vehicle of performance to combine and
celebrate art in all its forms?
Unit 2
·
What
causes a work of art to transcend time?
·
What
performance and visual art in our times will leave a mark on times to come?
·
Does
the late 20th century have cultural icons that will withstand time?
·
How
do art forms reflect the times in which they were created?
·
How
have the arts reflected social, political, and technological changes?
·
How
are the arts in history interconnected?
·
What
makes an historical or cultural icon?
·
How
might traditional and/or emerging technologies be incorporated in a celebration
that integrates several of the arts?
Unit 3
·
How
does the community support and encourage the arts?
·
What
personal opportunities do the arts provide for careers and avocations?
·
Why
does Canadian art reflect diversity?
·
In
what ways might the environment be used in the creation of works of art?
Unit 4
·
How
can I use my knowledge and skills to collaborate in the production and
performance of a presentation integrating the arts?
As part
of their creative endeavours, students develop a portfolio of works. Students
may use a variety of traditional techniques and/or emerging technologies (e.g.,
dance techniques, digital recording, traditional and digital photography)
appropriately to communicate a message. Disposable cameras, cassette tapes,
videotapes, CDs could be purchased and kept on hand throughout the course for
students to maintain a record of their work. The ongoing creation of this
portfolio enhances students’ self-awareness and provides evidence of their
skills and knowledge for their own future reference, as well as for persons
outside the school, e.g., prospective employers. The portfolio can be used by
students on an ongoing basis to self-assess learning and identify areas for
further growth. It can also act as an evaluative tool for the teacher at the
conclusion of each unit. Appendix CO2 is an instrument that could be used for
evaluation of the portfolio. The evaluation of the portfolio should o
While the
teacher is the primary planner and leader of the learning activities, and is
responsible for them in all respects, s/he assesses the dynamics of each class
and decides the degree to which students may assume increased responsibilities.
This requires professional judgement and varies with each class. It is
essential for the teacher to foster a classroom atmosphere that respects the
cultures, customs, beliefs, and diversity of talents of students in the class.
Safe
practices must be taught and practised throughout the course.
Preliminary
activities must emphasize safety and respect. Equipment must be appropriate to
student use; teachers must be aware of its proper uses and limitations.
Hazardous materials must be handled in a
The
teacher is responsible for establishing an atmosphere in which students feel
emotionally and socially safe. It is important that participants in an arts
project respect each other’s roles and responsibilities within the project. When
topics arise that are personal in nature, the teacher must be prepared to deal
with them in an appropriate manner and involve specialists where necessary. How
students treat each other is also a priority, especially where the possibility
of bullying, aggressive behaviour, and isolation exists. Because art content
may be controversial, the teacher should be sensitive and use professional
judgment in the selection of examples.
Any field
trips planned must incorporate district school board safety policies and
procedures.
|
* Unit
1 |
The
Human Canvas |
20
hours |
|
* Unit
2 |
Arts
Through the Ages |
35
hours |
|
Unit 3 |
Arts in
Our Times |
25
hours |
|
Unit 4 |
Making
It Happen |
30
hours |
* These
units are fully developed in this Course Profile.
Time: 20 hours
Unit
Description
This
introductory unit focuses on the elements, techniques, and principles common to
all the arts and the characteristics that make each art form distinct or
unique. The human canvas is a vehicle for the interconnection of the arts.
Students work together to establish understanding of group dynamics. They
engage in individual and group activities to refine their personal strengths in
the arts, expand their basic skills in less familiar art forms, and apply their
new-found knowledge and appreciation. Students begin to recognize that all
participants have gifts to offer to the classroom mosaic. Teacher-directed
activities guide students through an examination of common elements and basic
terminology intrinsic to all art forms. As part of their creative endeavours,
students begin to develop a portfolio of their works and become more familiar
with available technologies. In a culminating performance, students demonstrate
their understanding of the interrelationship of artistic elements, techniques,
and principles.
Unit
Overview Chart
|
Activity |
Learning Expectations |
*Assessment Categories |
Focus |
|
1 |
THV.01,
TH1.01, TH1.02, ANV.01, AN1.01, AN1.02, AN1.03 |
Knowledge/
Understanding
Thinking/Inquiry Communication |
Identifying
the arts and their principles and elements through activities related to
visual art, music, drama, dance, and media arts |
|
2 |
THV.01,
THV.03, TH1.01, TH1.02, TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR1.01,
CR2.01, CR3.03, ANV.01, AN1.01, AN1.02 |
Knowledge/
Understanding
Thinking/Inquiry Communication Application |
Identifying
similarities and differences among the arts through activities examining
common terminology (e.g., space, tempo, and balance) and terminology unique
to each specific arts |
|
3 |
THV.01,
THV.03, TH3.01, CRV.01, CRV.02, CRV.03, CR1.01, CR1.02, CR2.01, CR3.02,
CR3.03, ANV.01, AN1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Converting
one art form to another |
|
4 |
THV.01, THV.03, TH1.01, TH1.02, TH3.01,
TH3.02, CRV.01, CRV.02, CRV.03, CR1.01, CR1.02, CR2.01, CR3.02, CR3.03 |
Knowledge/ Understanding Thinking/Inquiry
Communication Application |
How the arts support one another through
activities that build by adding one art form to another for effect and impact |
|
5 |
THV.01,
THV.03, TH1.01, TH1.02, TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR1.01,
CR1.02, CR2.01, CR3.02, CR3.03, ANV.01, AN1.01, AN1.02, AN1.03 |
Knowledge/
Understanding Thinking/Inquiry Communication Application |
Developing
a human canvas – a culminating task in which students create a performance to
illustrate their understanding of the basic elements of at least three of the
arts |
*
Categories highlighted in bold indicate the area(s) of emphasis.
Time: 35 hours
Unit
Description
In this
unit, students examine the interrelationship of art forms in historical eras. A
teacher-led overview of the influence of the arts throughout history is
interspersed with exploratory activities. These activities develop students’
abilities to analyse the characteristics of the arts within an era. Students
choose a historical period, e.g., Impressionism, and individually and collaboratively
research how the various arts reflect the times. They apply their knowledge and
skills in a multimedia presentation that includes a performance component.
Through the use of traditional and/or emerging technologies, students celebrate
at least three of the arts of that time period in their culminating
presentation.
Unit
Overview Chart
|
Activity |
Learning Expectations |
*Assessment Categories |
Focus |
|
1 |
THV.01,
THV.02, TH1.02, TH2.01, TH2.02, ANV.01, ANV.02, AN1.01, AN1.02, AN1.03,
AN2.01 |
Knowledge/
Understanding |
Examination
of contemporary works of art in terms of the qualities that cause them to
leave their mark |
|
2 |
THV.01,
THV.02, TH1.02, TH2.01, TH2.02, ANV.02, AN1.01, AN1.03, AN2.01 |
Knowledge/
Understanding |
Exploration
of how art forms reflect the times and how the times influence art forms by
analysing the various arts in specific historical periods |
|
3 |
THV.02,
TH2.01, TH2.02, ANV.01, ANV.02, AN1.01, AN1.02, AN1.03, AN2.01 |
Knowledge/
Understanding |
The
qualities and characteristics that make historical or cultural icons
aesthetically pleasing and timeless |
|
4 |
THV.01, THV.02, THV.03, TH1.01, TH1.02,
TH2.01, TH2.02, CRV.01, CRV.02, CRV.03, CR2.02, CR2.03, CR3.03, ANV.01,
ANV.02, AN1.01, AN1.02, AN1.03, AN2.01 |
Knowledge/ Understanding |
Research of the arts in specific historical
periods resulting in a multimedia presentation that includes a computer-based
animation sequence |
*
Categories highlighted in bold indicate the area(s) of emphasis.
Time: 25 hours
Unit
Description
This unit
is a discovery and a celebration of the arts in our times and in our
communities. Students explore not only the concrete, contemporary forms of art,
e.g., videos, soundtracks, graphic arts, but also the more abstract forms that
broaden their appreciation for human diversity, e.g., environmental performance
art created with manipulation of sound. Students gain an understanding of the
function of the arts from both a personal and a community-based perspective.
Students learn to appreciate how arts affect and effect public policies. They
become aware of the community’s arts resources, public support for the arts,
and opportunities for local involvement. A portion of this unit deals with
career exploration and opportunities for lifelong learning. The portfolio
component of this unit helps students to assess their social, spiritual,
emotional, and physical development by reflecting on specific issues raised
within the unit. In Catholic schools, this unit is a discovery and a
celebration of the arts for the glory of God in our times and in our sacred and
secular communities.
Unit
Overview Chart
|
Activity |
Learning Expectations |
* Assessment Categories |
Focus |
|
1 |
THV.01,
THV.02, TH1.01, ANV.01, ANV.02, AN1.01, AN1.02, AN2.01 |
Knowledge/
Understanding |
Arts
Share: presentation and analysis of contemporary, personally relevant works
of art |
|
2 |
THV.01,
THV.02, TH1.01, TH2.02, ANV.01, ANV.02, ANV.03, AN1.01, AN1.02, AN1.03,
AN2.01, AN2.02 |
Knowledge/
Understanding |
Exploring
works of art within the Canadian cultural mosaic and the local community
(e.g., Innu throat singing, |
|
3 |
THV.03,
TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR1.01, CR2.01, CR2.02, CR2.03,
CR3.02, CR3.03 |
Knowledge/
Understanding |
Using
the environment to create works of art: found sounds, trash can band,
soundscapes; using found objects to create sculpture and to inspire
movement/dance |
|
4 |
ANV.02, ANV.03, ANV.04, AN1.03, AN2.01,
AN2.02, AN2.03, AN2.04 |
Thinking/ Inquiry |
Community Connections: The Community Comes to
the School (i.e., guest speakers to share expertise, to examine community
arts policies, to discuss career opportunities, to explore opportunities for
involvement in community arts initiatives; student artists apply for a grant
to a student panel in role of community representatives) |
|
5 |
THV.03,
TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR2.01, CR2.02, CR2.03, CR3.02,
CR3.03, ANV.01, ANV.03, AN1.01, AN2.01, AN2.02, AN2.03 |
Knowledge/
Understanding |
Community
Connections: Reaching out to the Community. The studio component allows
students to use art form(s) of their choice. (i.e., senior citizens share
their stories and students convert the stories to a work of art – painting,
drama, dance, musical composition and share with an appropriate audience) |
*
Categories highlighted in bold indicate the area(s) of emphasis.
Time: 30 hours
Unit Description
In this
unit, students use knowledge and skills gained from previous units to design
and produce a final presentation. They are provided with the challenge of how
to integrate the various forms of the arts in an original production. Students
select and analyse a piece of art, e.g., a musical selection, painting, or type
of dance that serves as a prompt to develop the production sequence. Using the
problem solving process, students plan/storyboard, design, rehearse, and
execute the various components of the production. The final presentation is a
combined expression of visual arts, music, movement/dance, and drama to bring
the student’s concept to life. The performance task in this unit could be used
as the culminating activity for the course, comprising 30% for evaluation
purposes. In Catholic schools, the final presentation is a combined expression
of visual arts, music, movement/dance, and drama to bring the students’ concept
to life and share in God’s gifts.
Unit Overview Chart
|
Activity |
Learning
Expectations |
*
Assessment Categories |
Focus |
|
1 |
THV.03,
TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR1.01, CR1.02, CR2.01, CR2.04,
CR3.01, CR3.02, CR3.03, ANV.01, ANV.02, AN1.02, AN2.01 |
Knowledge/
Understanding |
Plan
–From a group of teacher-selected examples of the arts (e.g., paintings,
music, dance videos, poetry) or examples of personal interest, students in
groups of five or six select one art form as the focus of the production
sequence. Students plan (e.g., using a storyboard) the integrated production
sequence, using the problem solving process. Throughout this unit, students
maintain a log and continue to develop their portfolios to include their
individual contributions. The culminating performance includes all art forms. |
|
2 |
THV.01,
THV.03, TH1.01, TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR1.01, CR1.02,
CR2.01, CR2.02, CR2.03, CR2.04, CR3.01, CR3.02, CR3.03, ANV.01 |
Knowledge/
Understanding |
Design Students
design the components of the production sequence, developing areas such as
costume, makeup, lighting, sound, music, set design, choreography, publicity
and marketing. |
|
3 |
THV.03,
TH3.01, TH3.02, CRV.01, CRV.02, CRV.03, CR1.01, CR1.02, CR2.01, CR2.02,
CR2.03, CR2.04, CR3.01, CR3.02, CR3.03, ANV.01 |
Thinking/Inquiry |
Rehearse Students
refine and polish the production sequence to prepare for performance. Self-
and peer assessment can be integrated as students work towards a quality
product. |
|
4 |
THV.03,
CRV.01, CRV.02, CRV.03, CR1.01, CR1.02, CR2.01, CR2.02, CR2.03, CR2.04, CR3.01,
CR3.02, CR3.03, ANV.01, AN1.02 |
Thinking/Inquiry |
Perform Students
perform the sequence for an appropriate audience. A self-evaluation can be
included. The teacher assesses the performance. |
*
Categories highlighted in bold indicate the area(s) of emphasis.
This
Course Profile was developed with units and activities encompassing all three
arts strands: Theory, Creation, and Analysis. Teaching these activities
provides students with multiple, rich opportunities to apply their knowledge
and skills. The emphasis of this Open Arts course is placed on students’
exploration of new and challenging forms in the arts. A sense of confidence and
respect for others is an integral component of the entire course. Teaching
strategies should acknowledge the various learning styles and multiple
intelligences to reflect auditory, kinesthetic and visual elements of the arts.
A balance between teacher-directed activities and exploratory student-directed
activities is strongly recommended. Teacher-directed strategies include class
discussion, modelled presentations, and structured exercises such as role play
and guest speakers. Student-directed activities include studio work,
independent study and research, partner and small group learning.
Teachers
must relate all assessment and evaluation activities to the four categories of
the Achievement Chart (Knowledge/Understanding, Thinking/Inquiry,
Communication, Application) in planning and implementing assessment. Bold
lettering has been used to emphasize specific categories from the Achievement
Chart within each of the Unit Overview Charts of this Course Profile.
The assessment and evaluation plan should outline the purpose (diagnostic, formative and summative), methods (pen and pencils, performance and personal communication), strategies and tools. Strategies could include:
·
written
and oral critiques
·
written
and oral presentations
·
student-teacher
conferences
·
performance
tasks
·
portfolio
·
test
and quizzes
·
culminating
activity
A variety of instruments can be used to implement the
assessment and evaluation plan. These may include:
·
checklists
·
rating
scales
·
rubrics
·
marking
schemes
Assessment should be an ongoing process between
teacher and student for the purpose of improving learning. Assessment may be
undertaken by the student (self), peer, or teacher. Summative assessment is
generally undertaken by the teacher. Seventy per cent of the grade will be
based on assessments and evaluations conducted throughout the course. Thirty
per cent of the grade will be based on a final evaluation in the form of an
examination, performance, essay, and/or other methods of evaluation. It is
strongly recommended that a culminating performance, such as the one described
in Unit 4, be used to determine the thirty per cent.
Individuals
learn in different ways and at different rates. Teachers should read individual
exceptional student IEPs (Individual Educational Plan) for specific direction
on a
·
Canadian
resources should be used wherever possible.
·
Gender
balance and diversity of perspectives and backgrounds should be considered when
choosing resources.
·
Sources
such as literature, newspapers, photographs, film, the web, recordings (sound,
music, video, digital), and primary sources (letters, interviews) are often the
starting point for work in the arts. These are all readily available and should
be connected to the students’ community.
·
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
·
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work on
the Internet is not allowed without the permission of the owner.
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Gene. Art in Focus. California: Glencoe/McGraw-Hill, 2000.
Perard,
Victor and Rune Hagman. Drawing People. New York: The Berkely Publishing
Group, 1987.
Ragans,
Rosalind. Arttalk. Westerville, Ohio: Glencoe Publishing, 1995.
Spalter,
Anne Morgan. The Computer in the Visual Arts. New York: Addison-Wesley
Publishing Company, 1998.
Cameron,
Julia and Mark Bryan. Heart Steps. Prayers and Declarations for a Creative
Life. New York: G.P. Putnam, 1992.
Trafford,
Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools.
Toronto: Toronto District School Board, 1998.
Grant,
Janet Millar and Gabby Kamino. Dance Video Series. Toronto: Dance
Collection Danse, 1995.
Arts
Education Council of Ontario (AECO)
Arts
Education Partnerships – www.aep-arts.org
ArtsSmarts
– www.culturenet.ca/artsmarts
Canadian
Association of Professional Dance Organizations –
www.culturenet.ca/capdo/index.html
Canada
Council for the Arts – www.canadacouncil.ca
Canadian
Conference Of the Arts (CCA) – www.culturenet.ca/
Canadian
Dance Teachers Association – www.http:mypage.direct.da/s/snikleva/index.html
Canadian
Film Centre – www.cndfilmcentre.com
Canadian
Music Centre. 20 Joseph Street, Toronto, Ontario – www.musi
Council
of Drama and Dance in Education (CODE) – http://www.code.on.ca” ( CODE
monitors, develops, supports and promotes drama in Ontario schools. CODE
provides a voice and link for drama teachers.)
Dance
Ontario Association – www.iComm.ca/danceon
First
Nations Art Canada – http://indy4.fdl.
National
Gallery of Canada – http://national.gallery.ca
Ontario
Society for Education through Art (OSEA)
Ontario
Music Educators Association (OMEA) – www.omea.on.ca
Playwrights
Union of Canada – http://www/puc.ca
Computers
with Internet a
3D
Studio MAX, Animator, Corel Presentation, Director, Dreamweaver, Final Cut,
Flash, Front Page, FutureSplash, HyperStudio, Illustrator, iMovie, Paint Shop
Pro, Painter, Photopaint, Photoshop, PowerPoint, Premiere, Simply 3D, TrueSpace
Elements
and Principles. Set
of 14 Posters. Crystal Productions Inc.
Arts
Education Network – http://www.getty.edu
Educational
Media and Technology – http://www.itdc.sbcss.k12.ca
Society
of Canadian Artists – htttp://www.global.com
American
Society of Composers and Performers – http://www.ascap.com/
Dance –
www.thedancenet.com
Dance
Collection Danse – http://www.dancecollectiondanse.on.ca/dancecol
National
Ballet – http://www.national.ballet/intro.html
Public
Broadcasting Studio – http://www.pbs.org/dancing/prg8.html
Broadway
and other theatre news and listings – http://playbill.com
Broadway
News and Listings – http://broadway.com
Ken
Darby’s Magic of the Musicals – http://www.musicals.cd2.com
Musicals
of Andrew Lloyd Webber – www.reallyuseful.com
The
Internet Theatre magazine of reviews, features, and annotated listings –
http://www.curtainsup.com/
Theatre
Books Toronto (includes Drama in Education resources) –
http://www.theatrebooks.com
Theatre
Ontario – http:// www.theatreontario.org – has many links to such other
organizations as:
– www.workinculture.on.ca – dealing with
careers in Theatre and training opportunities
– www.icomm.ca/danceon – promotion and
development of dance in Ontario
– www.musi
– www.cftpa.ca – CFTPA serves the needs and
interests of film, television, and multi-media independent
producers.
– www.
– www.canadacouncil.ca – A national arms-length
agency created to foster the development of the
arts in Canada through grants, services, and awards to professional artists and
organizations.
– www.puc.ca – Playwrights Union of Canada –
all professional Canadian playwrights with their works and brief biographies
Computer
Sound Cards – http://www.cakewalk.com/Support/Lessons/WindowsMixer.htm
Anvil
Studio (downloadable freeware) – http://www.anvilstudio.com
Artist
Direct – Search over 100 000 musicians – http://artistdirect.com/
Canadian
Recording Industry Association – http://www.cria.ca
Carnival
of the Animals – http://www.geocities.com/Vienna/Strasse/1570/carnival.htm.
Classical
music archives – http://www.classicalarchives.com/
Coalition
for Music in Canada – http://www.coalitionformusiced.ca
Electronic
Musician Magazine –
http://www.industryclick.com/magazine.aspsiteid=15&magazineid=33
Japanese
Gagku Music – http://www.nationalgeographic.com/ngm/0101/online_extra.html
MIDI
files of classical music with composer biographies –
http://www.midiworld.com/classic.htm
–
http://www.rats2u.com/clipart/animation/midi_jazz.htmMidi files from popular
musicals
– http://www.angelfire.com/ok/magicofmusicals/midi.html
MIDI
files of jazz – http://www.jayp.net/jukebox/jazz/htm
Military
marches – http://geocities.com/Pentagon/Base/7885/marches.htm
MP3
Online – http://www.digistar.mb.ca/nl/mp3links.htm
Music
Directory Canada –http://www.musicdirectorycanada.com
Music
Education – http://www.musiceducationonline.org
Music
genres – http://music.sympatico.ca/genres.html
MusicPlayer
– http://www.MusicPlayer.com
Music
Projects – http://www.recordingmag.com/
Pop
Music Search Site – http://www.ubl.artistdirect.com/
Soundtrack
Performance Group – http:// www.soundtracksound.com – CDs, educational and
creative resources, workshops, music; used to provide audio material to
educators and the general public that encourages creativity, and understanding
of history in the areas of arts, exploration, and social interaction.
Society
of Composers, Authors, and Music Publishers of Canada – http://www.socan.ca/
TAXI
(Connections for budding stars to recording companies) – http://www.taxi.com
World
Music – http://www.rootsworld.com/rw/
This
chart may be used when planning units, organizing assessment and evaluation.
Each Overall and Specific Expectation is referenced a
K/U =
Knowledge/Understanding T/I =
Thinking, C =
Communication, A = Application
|
Learning Expectations |
Achievement Chart Categories |
Unit |
|
|||
|
1 |
2 |
3 |
4 |
|||
|
Theory |
|
|||||
|
THV.01
· describe the concepts (elements, principles, styles, genres, and
techniques) used in various art forms |
K/U, C |
5 |
3 |
2 |
1 |
|
|
THV.02
· describe artistic works and productions in terms of their historical
contexts |
K/U, C |
|
3 |
2 |
|
|
|
THV.03
· demonstrate an understanding of safety and interpersonal skills within the
arts |
K/U, A |
4 |
1 |
2 |
3 |
|
|
TH1.01
– describe the use of the elements, principles, and techniques (e.g., those
related to sound, light, musical rhythm, voice) in various productions or
works of art, using language appropriate to the relevant art forms |
K/U, C |
4 |
1 |
2 |
1 |
|
|
TH1.02
– describe the use of elements and principles that are common to various
productions or works of art (e.g., visual design in painting, dance, and
drama; movement or stagecraft in drama and dance) |
K/U, T/I, C |
4 |
2 |
|
|
|
|
TH2.01
– describe an artistic movement or style (e.g., postmodernism in media arts,
dance, and music) in terms of its links to past movements and styles |
K/U, T/I, C |
|
4 |
|
|
|
|
TH2.02
– describe a work or production with reference to its historical context |
K/U, T/I, C |
|
4 |
1 |
|
|
|
TH3.01
– describe safe practices that should be followed in each of the arts (e.g.,
labelling of chemical products in visual arts) |
K/U, C |
4 |
|
2 |
3 |
|
|
TH3.02
– explain why it is important that participants in an arts project respect
each other’s roles and responsibilities within the project |
C |
3 |
|
2 |
4 |
|
|
Creation |
|
|||||
|
CRV.01
· apply arts concepts (elements, principles, genres, styles, and techniques)
in the creation of a production or a work of art |
C, A |
4 |
1 |
2 |
4 |
|
|
CRV.02
· identify and apply appropriate techniques and technical effects – both
traditional and emerging – in the creation of a work of art or a production |
K/U, C, A |
4 |
1 |
2 |
4 |
|
|
CRV.03
· apply appropriate steps in the creative process (e.g., researching,
exploring, experimenting, executing, evaluating) in completing individual or
group projects |
T/I, C, A |
4 |
1 |
2 |
4 |
|
|
Learning Expectations |
Achievement Chart Categories |
Unit |
|||
|
1 |
2 |
3 |
4 |
||
|
CR1.01
– identify and use relevant arts concepts to create a work of art oral
production in one or more of the arts (i.e., dance, drama, music, media arts,
visual arts) |
K/U, C, A |
4 |
|
1 |
4 |
|
CR1.02
– use arts concepts associated with one art form in the production of another
art form (e.g., use a Greek chorus in a dance production) |
T/I, C, A |
3 |
|
|
4 |
|
CR2.01
– use a variety of techniques (e.g., slow motion in dance) and technical
effects (e.g., lighting, music, sound effects, special effects) appropriately
within a group framework (e.g., use ensemble techniques in music, design the
lighting for a dance production) |
C, A |
4 |
|
2 |
4 |
|
CR2.02
– use a variety of traditional techniques and/or emerging technologies (e.g.,
dance techniques, digital recording, traditional and digital photography)
appropriately to communicate a message |
C, A |
|
1 |
2 |
3 |
|
CR2.03
– use traditional technical equipment appropriately (e.g., a sound board or a
video camera) |
C, A |
|
1 |
2 |
3 |
|
CR2.04
– create a work of art or a production that effectively integrates computer
and emerging technologies (e.g., music interface, video editing software) |
C, A |
|
|
|
4 |
|
CR3.01
– solve a problem (e.g., a problem in the production of a show or the
creation of an art website), applying appropriate steps in the creative
process |
T/I, A |
|
|
|
4 |
|
CR3.02
– conceive and execute, individually or as a group, a production that
integrates selected art forms (e.g., a website art production incorporating
music) |
T/I, C, A |
3 |
|
2 |
4 |
|
CR3.03
– document, using a portfolio, their creative process in the creation or
production of an art work |
K/U, T/I, C, A |
4 |
1 |
1 |
4 |
|
Analysis |
|||||
|
ANV.01
· analyse and interpret their own and others’ works of art or productions,
demonstrating an understanding of the process of critical analysis |
T/I, C |
4 |
3 |
3 |
4 |
|
ANV.02
· analyse aspects of cultural identity found in works of art and productions |
T/I |
|
4 |
3 |
1 |
|
ANV.03
· analyse the socio-economic importance of the arts and their impact on the
community |
T/I |
|
|
3 |
|
|
ANV.04
· research and identify career possibilities in the arts and related
educational and skill requirements |
T/I, C |
|
|
1 |
|
|
Learning Expectations |
Achievement Chart Categories |
Unit |
|||
|
1 |
2 |
3 |
4 |
||
|
AN1.01
– evaluate a selected work of art or a production, following standard
procedures in critical analysis (e.g., describe their initial reaction,
analyse the work using appropriate terminology, and evaluate the
effectiveness of the work) |
T/I, C |
2 |
4 |
3 |
|
|
AN1.02
– analyse aesthetic features of a chosen work of art or a production |
T/I, C |
2 |
3 |
2 |
2 |
|
AN1.03
– analyse how a specific work of art or production is used as a vehicle for
ideas, values, and ideologies |
T/I, C |
|
4 |
4 |
1 |
|
AN2.01
– analyse cultural aspects of works of art or productions |
T/I, C |
|
4 |
4 |
1 |
|
AN2.02
– analyse the socio-economic impact of the arts within the community with
reference to specific projects |
T/I |
|
|
3 |
|
|
AN2.03
– identify the knowledge and skills required to pursue careers in a variety
of arts areas |
K/U, C |
|
|
2 |
|
|
AN2.04
– research and report on career possibilities in a variety of arts areas with
reference to their personal interests and skills |
T/I, C |
|
|
1 |
|
|
Categories/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding -
knowledge of terms -
understanding of concepts, principles, elements, and techniques THV.01,
THI.01, THI.02 |
-
demonstrates limited knowledge/ understanding |
-
demonstrates some knowledge/ understanding |
-
demonstrates considerable knowledge/ understanding |
-
demonstrates thorough knowledge/ understanding |
|
Thinking/Inquiry -
critical analysis -
creative thinking -
organization -
research skills -
reflection; making connections to personal experiences ANV.01,
02, 03, 04 |
- uses
thinking/ inquiry skills with limited effectiveness |
- uses
thinking/ inquiry skills with moderate effectiveness |
- uses
thinking/ inquiry skills with considerable effectiveness |
- uses
thinking/ inquiry skills with a high degree of effectiveness |
|
Communication -
communication of ideas and information - use
of artistic language and symbols - use
of forms of communication from a variety of the arts CR1.01,
CR2.02, CR3.03 |
-
communicates with limited clarity, a |
-
communicates with some clarity, a |
-
communicates with clarity, a |
-
communicates with a high degree of clarity, a |
|
Application -
application of knowledge and skills CRV.01,
CRV.02 -
application of the creative process CRV.03 |
- uses
knowledge and skills with limited effectiveness -
applies the creative process with limited insight and depth |
- uses
knowledge and skills with moderate effectiveness -
applies the creative process with some insight and depth |
- uses
knowledge and skills with considerable effectiveness -
applies the creative process with considerable insight and depth |
- uses
knowledge and skills with high degree effectiveness -
applies the creative process with a high degree of insight and depth |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource management
skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -a
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.
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