1 2009 REVISED. The Ontario curriculum Grades 1-8. The Arts CONTENTS. INTRODUCTION 3. The Importance of the Arts in the curriculum .. 3. Approaches to Education in the Arts .. 5. Roles and Responsibilities in Arts Education .. 7. Attitudes in the Arts .. 10. THE PROGRAM IN THE ARTS 11. curriculum Expectations .. 11. Strands in the Arts curriculum .. 13. Fundamental Concepts in the Arts .. 18. The Creative Process .. 19. The Critical Analysis Process .. 23. ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT 29. Basic Considerations .. 29. The Achievement Chart for the Arts .. 31. SOME CONSIDERATIONS FOR PROGRAM PLANNING IN THE ARTS 36.
2 Instructional Approaches and Teaching Strategies .. 36. Cross-Curricular and Integrated Learning .. 42. Planning Arts Programs for Students With Special Education Needs .. 43. Program Considerations for English Language Learners .. 46. Environmental Education and the Arts .. 48. Antidiscrimination Education in the Arts Program .. 49. Literacy, Numeracy, and Inquiry in the Arts .. 51. Critical Thinking and Critical Literacy in the Arts .. 53. Multiple Literacies in the Arts .. 54. The Role of the School Library in Arts Programs .. 55. The Role of Information and Communications Technology in Arts Education.
3 56. Guidance in Arts Education .. 57. Health and Safety in Arts Education .. 58. Une publication quivalente est disponible en fran ais sous le titre suivant : Le curriculum de l' Ontario , de la 1re la 8e ann e ducation artistique, 2009. This publication is available on the Ministry of Education's website, at OVERVIEW OF Grades 1 TO 3 61. Grade 1 .. 65. Grade 2 .. 75. Grade 3 .. 85. OVERVIEW OF Grades 4 TO 6 95. Grade 4 .. 99. Grade 5 .. 109. Grade 6 .. 121. OVERVIEW OF Grades 7 AND 8 131. Grade 7 .. 135. Grade 8 .. 147. GLOSSARY 159. INTRODUCTION. This document replaces The Ontario curriculum , Grades 1 8: The Arts, 1998.
4 Beginning in September 2009, all arts programs for Grades 1 to 8 will be based on the expectations outlined in this document. THE IMPORTANCE OF THE ARTS IN THE curriculum . Since arts experiences offer other modes and ways of experiencing and learning, children will have opportunities to think and feel as they explore, problem solve, express, interpret, and evaluate the process and the results. To watch a child completely engaged in an arts experience is to recognize that the brain is on, driven by the aesthetic and emotional imperative to make meaning, to say something, to represent what matters. The Arts Go to School, David Booth and Masayuki Hachiya, eds.
5 (Markham, Ontario : Pembroke Publishers, 2004), Education in the arts is essential to students' intellectual, social, physical, and emotional growth and well-being. Experiences in the arts in dance, drama, music, and visual arts . play a valuable role in helping students to achieve their potential as learners and to partici- pate fully in their community and in society as a whole. The arts provide a natural vehicle through which students can explore and express themselves and through which they can discover and interpret the world around them. Participation in the arts contributes in important ways to students' lives and learning it involves intense engagement, develop- ment of motivation and confidence, and the use of creative and dynamic ways of thinking and knowing.
6 It is well documented that the intellectual and emotional development of children is enhanced through study of the arts. Through the study of dance, drama, music, and visual arts, students develop the ability to think creatively and critically. The arts nourish and stimulate the imagination, and provide students with an expanded range of tools, techniques, and skills to help them gain insights into the world around them and to represent their understandings in various ways. Study of the arts also provides opportunities for differentiation of both instruction and learning environments. Participation in the arts and learning about the arts can also broaden students' horizons in various ways.
7 Through study of the arts, students learn about some of the diverse artistic practices, both traditional and contemporary, of a variety of cultures. They learn that they are part of a living and changing culture. They also learn to appreciate the similarities and differences among the various forms of artistic expression of people around the world. The arts offer students unique opportunities to engage in imaginative and innovative thought and action and to develop the ability to communicate and represent their thoughts, feelings, and ideas in numerous ways. 3. Through interacting with various works of dance, drama, music, and visual arts, including multimedia art works, students deepen their awareness and appreciation of diverse perspectives.
8 They can empathize with the characters in a dance work, a drama, a song, or a visual art work, and can imagine what it would be like to be in the same situation as these people. They can identify common values, both aesthetic and human, in various works of art, and in doing so, increase their understanding of others. The arts can also encourage students to be responsible and critically literate members of society and citizens of the world. Students can learn to approach issues and present ideas and points of view in new ways and to challenge perceptions, while engaging their audience. They can explore and create original artistic texts in kinesthetic, visual, spatial, aural, and dramatic ways with attention to both conceptual and aesthetic considerations.
9 Use of current and emerging technologies ( , video, multimedia) is integrated in the four disciplines as means of recording, enhancing, communicating, and reinterpreting ideas. The arts are a way of knowing that provides ways of perceiving, interpreting, organizing, and questioning various aspects of our world through exploration and experimentation. Artistic expression involves clarifying and restructuring personal ideas and experiences. The arts enable individuals and groups to create ideas and images that reflect, communicate, and change their views of the world. An important part of arts literacy is the development of an understanding of the nature of the arts, which includes an understanding of what artists, musicians, actors, and dancers do as individuals and as a community, how ideas are generated in the various arts, and what benefits are associated with these activities.
10 The arts themselves can be regarded as texts or commentaries that reflect, record, celebrate, and pass on to future generations the personal and collective stories, values, innovations, and traditions that make us unique. Students may contribute their vision, abilities, and creative energies to the extensive arts and culture sector of Canada, and thus help define, renew, and shape our sense of personal and national identity. The arts broaden young minds and exalt our spirits; they help us understand what it is that makes us human by validating our commonalities and celebrating our differences. Students will learn to link the study of the arts with the study of a variety of subjects and topics such as history, geography, language, culture, and human interaction.