Grade 5 Fine Arts Ontario Curriculum Standards

Visual Arts

Music

Drama

Dance

Creating and Presenting: apply the creative process to the composition of movement sequences and short dance pieces, using the elements of dance to communicate feelings and ideas

translate into movement sequences a variety of images and ideas from other classroom subjects, including the arts (e.g., portray the character of a young, boisterous child from a drama by using a variety of levels, quick movements, and indirect pathways in dance; develop movement phrases based on an image from a history textbook, a newspaper article, an Aboriginal story, or a painting in visual arts class)

use dance as a language to explore, interpret, and communicate ideas derived from a variety of literature sources (e.g., newspaper articles about sports, entertainment, or current events; stories, poems, picture books)

use movement in the choreographic form call and response in a variety of ways when creating dance pieces (e.g., the teacher performs or calls a movement and the whole class responds; one student calls and the rest of the group responds; in partners, one student leads the movement and the other mirrors it)

use the element of relationship in short dance pieces to communicate an idea (e.g., two dancers coming face to face to show either shared understanding or disagreement; a group of dancers holding hands to show unity)

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of dance pieces and experiences

relate stories and characters in their own and others' dance pieces to personal knowledge and experience (e.g., explain and demonstrate how dancers' postures and mannerisms reflect things they have observed in everyday life; describe how the dance informed, moved, or changed their own perspective on an issue)

identify the elements of dance used in their own and others' dance pieces and explain how they help communicate a message (e.g., describe their use of a high level, direct path, and strong movements to portray authority)

identify and give examples of their strengths and areas for growth as dance creators and audience members (e.g., identify two dance phrases that they believe were effective in their performance and explain their reasons for thinking so; assess whether they responded well to peer feedback about a performance and whether they implemented it)

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms, traditions, and styles from the past and present, and their sociocultural and historical contexts

describe, with teacher guidance, dance forms and styles that reflect the beliefs and traditions of diverse communities, times, and places (e.g., choral dance was used to honour the god Dionysus, who was revered in ancient Greece; ballet developed to entertain the aristocracy in European courts; group and partner dances – such as the swing and the salsa – reflect various types of social interaction; dance has a symbolic celebratory role in African-American wedding rituals)

identify and describe some of the ways in which dance influences popular culture (e.g., the influence of hip hop dance on people's mannerisms and behaviour, or on fashion, magazines, and music videos)

Creating and Presenting: apply the creative process to process drama and the devel­opment of drama works, using the elements and conventions of drama to communicate feelings, ideas, and stories

engage actively in drama exploration and role play, with a focus on examining issues and themes in fiction and non-fiction sources from diverse communities, times, and places (e.g., interview story characters who represent opposing views on an issue; use role play to explore social issues related to topics such as the environment, immigration, bullying, treaties, the rights and responsibilities of the child)

demonstrate an understanding of the element of role by selectively using some other elements of drama (e.g., time and place, relationship), to build belief in a role and establish its dramatic context (e.g., select and use supporting artefacts or simple props; arrange furniture to establish setting; work with others to select or create objects to build a convincing setting, such as a character's room or the inside of a cave; use the drama convention of thought tracking to establish a relationship between two characters)

plan and shape the direction of the drama or role play by collaborating with others to develop ideas, both in and out of role (e.g., In role: improvise possible solutions to a dramatic conflict based on ideas from discussion and personal experience; Out of role: brainstorm in a group to generate ideas and make artistic choices)

communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to achieve specific dramatic effects (e.g., shine a spotlight on a performer who is making a key point; use a clash of cymbals to highlight a pivotal moment)

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences

express personal responses and make connections to characters, themes, and issues presented in their own and others' drama works (e.g., draw a picture or write poetry to show how they see a character at the beginning and end of the drama; use journal writing to convey a feeling of connection to a character in a drama)

explain, using drama terminology, how different elements are used to communicate and reinforce the intended message in their own and others' drama works (e.g., explain how specific scenes and/or relationships create tension and build up to the climax of the drama)

identify and give examples of their strengths, interests, and areas for improvement as drama creators, performers, and audience members (e.g., use journals, charts, rubrics, and peer- and self-assessment charts to keep track of successful contributions, unproductive ideas or efforts, and evolving preferences in drama; describe how they used established criteria to evaluate their own and others' work; describe how they incorporated constructive feedback into their drama work; assess how well they differentiated between stereotypes and authentic characters when developing roles)

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts

describe forms of process drama, theatre, storytelling, and visual representation from diverse communities around the world, and explain how they may reflect some beliefs and traditions of their communities (e.g., identify contexts in which the spoken word is a form of drama; describe historical and/or contemporary examples of forms from African, Asian, and/or Central or South American societies; identify examples of forms that reflect alternative viewpoints within communities)

demonstrate an understanding of the broader world of drama and theatre by identifying and describing the roles and responsibilities of key theatre personnel (e.g., describe what a producer, director, actor, stage manager, set or costume designer, and/or lighting or sound technician does in a typical day and what each needs in order to complete his or her work)

Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music

sing and/or play, in tune, from musical notation, unison and two-part music with accompaniments, from a wide variety of cultures, styles, and historical periods (e.g., perform a recorder duet that has a variety of rhythmic and melodic patterns)

apply the elements of music when singing and/or playing, composing, and arranging music to create a specific effect (e.g., form, timbre: create a rondo [ABACADA form] using a familiar song as the repeating A section, and compose short rhythmic or melodic materials for the B, C, and D sections using pitched or non-pitched percussion instruments, found sounds, recorders, or body percussion)

create musical compositions for specific purposes and audiences (e.g., compose an accompaniment for a story, poem, or drama presentation to address an environmental issue such as water conservation, recycling, or planting trees; create a piece that uses a rhythmic ostinato in time and that includes both eighth and sixteenth notes; use body percussion, found sounds, voice, and non-pitched percussion instruments to vary the timbres in their work)

use the tools and techniques of musicianship in musical performances (e.g., play recorder using proper hand position and posture; sing and/or play pitches and rhythms accurately; observe markings for dynamics and articulation; interpret accidentals and key signatures through playing and/or singing; sing and/or play songs in major and minor keys)

demonstrate an understanding of standard and other types of musical notation through performance and composition (e.g., notation of rhythms of skipping songs in 6/8 metre; dynamic markings, clefs, key signatures; notational software for scoring their own compositions; guitar tablature)

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences

express detailed personal responses to musical performances in a variety of ways (e.g., describe the sounds of a steel band, using musical terminology; analyse a movement from Vivaldi's Four Seasons in a think-pair-share listening activity, and describe their feelings and personal impressions; compare the mood of a piece from today and a piece from the baroque period, using Venn diagrams)

identify the elements of music in the music they perform, listen to, and create, and describe how they are used (e.g., timbre: describe how brass instruments are used in a marching band; duration: clap dotted rhythm patterns in a fanfare, describe how a slow tempo contributes to the mood of a funeral march, describe the use of syncopation in rhythms in Latin American music; form and texture: graphically portray the layering of melodies in a round; dynamics: relate the soft or loud sounds in a ballad to the meaning of the text)

identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members (e.g., balancing the volume of their own singing part in relation to the volume of another singing part; using expressive controls while playing recorder; providing peer feedback in preparation for a musical performance; writing a reflection on a live or recorded musical performance)

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical genres and styles from the past and present, and their sociocultural and historical contexts

identify and describe some of the key influences of music within contemporary culture (e.g., describe the use of music in film and advertising; identify effects of musical trends on young people's musical tastes; describe examples of fusion in different musical styles and genres)

demonstrate an awareness of the use of music and musical instruments in various traditions, from early times to today (e.g., describe the use of the drum in various cultures, including Abo­riginal cultures, and at various times around the world in ceremonial and celebratory music)

Creating and Presenting: apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings

create two- and three-dimensional art works that express feelings and ideas inspired by their own and others' points of view (e.g., a painting based on a photo montage about children's rights and responsibilities; a coloured line drawing of an underwater setting or the view from an airplane that addresses environmental awareness by showing the interconnectedness of ecosystems; a painting of someone in a particular situation in which empathy for him or her is created through characterization)

demonstrate an understanding of composition, using selected principles of design to create narrative art works or art works on a theme or topic (e.g., create an abstract painting using different proportions of complementary colours; create a simple sculpture of a human form that depicts an emotional response and shows awareness of proportion and negative space [in the style of Barbara Hepworth]; create an impression of depth and space by neutralizing colour intensity and brightness in a landscape painting [atmospheric perspective])

use elements of design in art works to communicate ideas, messages, and understandings (e.g., a series of three relief prints that use a glue-line relief print process to illustrate the beginning, middle, and end of a story; a poster that presents solutions to stereotyping, bias, or bullying, using angle of view; a graffiti-style mural that addresses a community issue, using convex shapes that lead the eye with implied lines)

use a variety of materials, tools, and techniques to determine solutions to design challenges (e.g.,<ul><li>drawing: coloured pencils to create a caricature of a celebrity that exaggerates facial features and uses linear shading and cast shadows</li><li>mixed media: a composite image that uses photographs, photocopies, transfers, images, and selected opaque and transparent materials to reflect their self-identity</li><li>painting: tempera paint or watercolour pencils using unusual colours or perspectives to suggest a fantasy world</li><li>printmaking: a relief print transferred from a textured surface, made with glue lines, craft foam, cardboard, paper, or string glued to board, using shapes to create a graphic design that explores pattern in a non-objective op art style</li><li>sculpture: a human figure or an imaginary creature made from clay, using basic hand-building methods such as making the piece with coils or slabs of clay or by pinching and pulling the clay)</li></ul>

Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences

interpret a variety of art works and identify the feelings, issues, themes, and social concerns that they convey (e.g., use an image round-table technique to compare interpretations of emotions suggested by abstract forms or figures in art work; sort and classify a variety of art images, such as Nigerian, Egyptian, Mayan, and Chinese sculptures, to determine common subjects or themes)

explain how the elements and principles of design are used in their own and others' art work to communicate meaning or understanding (e.g., packaging designs [cereal boxes, drink packaging] that use complementary colours create an impression different from that created by packages that use other colour schemes; Alexander Calder's mobiles and Piet Mondrian's paintings use colour, line, and geometric shape to create an impression of movement; colour, line, and pattern are used to convey a story in the illuminated manuscript of the Ramayana)

demonstrate an understanding of how to read and interpret signs, symbols, and style in art works (e.g., Carl Ray's paintings use symbols in the Woodland style of Aboriginal art to tell a story; Picasso's cubist portraits use stylistic features from African masks; a tiger is used in Asian art to signify bravery)

identify and explain their strengths, their interests, and areas for improvement as creators, interpreters, and viewers of art (e.g., use of appropriate terminology in talking about their own art work; discussion of others' ideas with sensitivity and respect; provision of reasons for their artistic choices in a diary entry in their art journal or sketchbook)

Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts

describe how forms and styles of visual and media arts represent various messages and contexts in the past and present (e.g., sculptural monuments to honour people in the past such as war veterans; promotion of ideas or products on film, television, and the Internet in everyday life)

demonstrate an awareness of ways in which visual arts reflect the beliefs and traditions of a variety of peoples and of people in different times and places (e.g., the use of contemporary Aboriginal art to support cultural revitalization; the use of images on ancient Greek vases to reflect narratives of daily life, legends, and war; the relationship between public art and its location; exhibitions of the art of local artists in local festivals; displays and exhibitions of art works in galleries and museums)