High School Fine Arts Ontario Curriculum Standards

The Arts

Creating, Presenting, and Performing

The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

use the elements of dance to create and perform a variety of movement phrases inspired by sources (e.g., select key words, images, and messages from the poem “My Name Is Gossip” and interpret them through a variety of movement phrases; create a short dance composition based on a personal, social, or environmental issue)

create and perform phrases that manipulate three or more elements of dance (e.g., with a partner, create movement phrases in three-quarter time, juxtaposing symmetrical and asymmetrical shapes; repeat their phrases, adding an element of energy [fast, slow, light, or strained] and focusing on the relationship between the two movers)

use the elements of dance to create and perform movement vocabulary through guided improvisation (e.g., use flocking to explore slowmotion movement, changes of levels, and changes of direction/facings)

develop multiple solutions to movement problems following specific guidelines for performance (e.g., vary a sixteen-bar movement phrase by exploring it first as a stationary phrase and then as a locomotor phrase; introduce two pathway changes to help emphasize or reconfigure particular movements within their phrases)

Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

use a variety of choreographic forms, structures, and techniques to connect a series of movement phrases (e.g., rearrange a phrase learned in class and perform it in a tight clump in unison; retrograde a second phrase and perform it as a canon, then return to the first phrase and repeat to reveal an ABA structure)

construct a dance composition inspired by a source (e.g., create a dance composition inspired by a two- or three-dimensional art work, or a musical excerpt or poem)

use a variety of compositional approaches to extend their ability to express ideas through dance (e.g., use approaches such as guided improvisation, responding to the stimulus of a poem or a social or environmental issue, or varying and repeating phrases in ABA form)

Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world

apply a kinesthetic awareness of the vocabularies within a variety of dance forms from around the world (e.g., explore and practise basic movements from ballet, modern dance, AfroBrazilian dance such as samba, and modern/jazz dance [as conceived by dance creators such as Gus Giordiano, Reginald Ray Savage, Wade Robson, Eva Von Gencsy, Vicki Adam-Willis])

accurately reproduce a given spatial pattern or pathway (e.g., perform a tendu exercise en croix with a partner and provide feedback to help the partner make corrections; repeat the exercise noting improvements)

arrange and present extended sequences using the dance vocabulary and techniques of an identified dance form (e.g., rearrange and extend a ballet centre combination by adding familiar stationary and travelling ballet steps)

Performance: apply dance presentation skills in a variety of contexts and performances.

revise and refine movement to enhance dance performance and interpretation (e.g., revisit already created phrases to clarify the movement, energy, pathways, formations, and counts and timing)

use the tools of stagecraft in dance performances, including performances at alternative venues (e.g., suggest solutions for staging problems presented by an alternative or unconventional performance environment, such as an outdoor site)

apply an understanding of the importance of stage presence in rehearsal and performance (e.g., maintain focus and alertness throughout their performance)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others� dance works and activities;

use the critical analysis process to identify and compare a wide variety of dance forms (e.g., compare features of the dance forms experienced in the Grade 10 dance program)

analyse dance works in terms of both their content and their fluency, artistry, or expressiveness (e.g., describe the individual movement combinations in a dance piece and determine whether they have been put together effectively to create a successful work)

Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities

describe the characteristics and function of a world dance form (e.g., an oppression dance such as gumboot)

explain how dance exploration can contribute to personal growth and self-understanding (e.g., how they have benefited from listening to feedback or trying to respond to constructive criticism)

identify and describe ways in which different types of dance reflect the cultures that produced them (e.g., Kathak expresses devotion to Hindu gods; the hoop dance reflects Aboriginal beliefs about how all living things on the earth grow, change, and are connected)

demonstrate an understanding of how dance exploration and presentations can contribute to the school and the broader community (e.g., use visual, oral, or written means to describe school, community, and professional dance productions they have attended or presented, and explain how they and others benefited from the experience)

Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

identify physical, intellectual, and artistic skills that are developed through dance and explain how they can be applied to a variety of careers (e.g., with a partner, research and report on possible summer volunteer or employment opportunities where their learning in dance could be helpful)

identify and describe ways in which dance arts could play a greater role in their community (e.g., identify groups in the community who might benefit from dance activities but who are not currently served by dance organizations)

develop and maintain a traditional or digital portfolio to document and analyse their dance-related learning in a variety of ways (e.g., through photographs, ticket stubs, programs, videos, recorded or written personal reflections), and use it to analyse their strengths and areas that need improvement

Foundations

Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance

demonstrate an understanding of the importance of a positive body image and a healthy lifestyle to their learning in dance (e.g., explain how self-esteem and positive nutritional choices can enhance their learning and development in dance; create a collage of magazine images that represent stereotypes of beauty)

demonstrate an understanding of basic muscular anatomy as it relates to movement (e.g., outline the characteristics and functions of cardiac muscle, smooth muscle, and skeletal muscle)

demonstrate, and describe using correct terminology, the movement repertoire of a variety of dance forms from around the world (e.g., movements associated with breakdance, such as uprock, freeze, rollback, six-step, zulu spins)

Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society

identify and describe the contributions of some dance pioneers to particular dance forms (e.g., Martha Graham’s influence on modern dance; Loie Fuller’s contribution to modern dance and dance on film; Luigi’s contribution to jazz dance)

identify and describe ways in which dance addresses social questions of local and/or global interest (e.g., explain how the choreography of a dance work on a social justice or environmental theme helps communicate the intended message)

identify and describe similarities and differences in some dance genres from around the world, and illustrate them through performance (e.g., compare the use of ritual as a key element in two or more dance genres; use a concept attainment chart to compare the key features of various dance genres)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.

identify and follow responsible practices in dance activities (e.g., explain the need for and demonstrate discipline in daily dance practice; identify and carry out the responsibilities of assigned roles; respect the boundaries between their own and others’ roles)

demonstrate problem-solving skills during rehearsal and performance (e.g., find ways to work constructively with others; explore a variety of possibilities to find solutions to artistic problems)

identify and follow safe and ethical practices in dance activities in both classroom and performance settings (e.g., maintain appropriate distances; use equipment safely; refrain from displays of temperament and respond constructively to “acting out” by others; develop a class definition of choreographic property; identify and acknowledge copyrighted material)

The Arts

Creating and Presenting

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

develop interpretations of issues from contemporary or historical sources (e.g., photographs, videos, music, newspaper/magazine articles, an eyewitness account of a historical event) as the basis for drama

select and use appropriate forms to present identified issues from a variety of perspectives (e.g., use a radio play, improvisation, or series of tableaux to present two opposing views about a political, social, or environmental issue)

use role play and characterization to explore personal and social issues (e.g., with a partner, create or assume a role that explores an issue such as bullying; create a scenario that reveals details about a character's motivation)

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

select and combine the elements of drama to achieve a variety of purposes in ensemble presentations (e.g., use the elements of character, time, and place in a drama about making a difficult choice; use the elements of time and place to clarify the focus in a drama about a historical event)

use a variety of conventions to create a distinct voice that reflects a particular global, social, or personal perspective (e.g., use voices in the head, role on the wall, and hot seating to create a complex character from another region or country)

Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

identify and use a variety of techniques to influence the audience in specific ways (e.g., have actors enter the performance space from the audience to increase audience connection to the drama; use blocking to focus audience attention on key characters or relationships between characters)

use a variety of voice and movement techniques to support the creation of character or atmosphere during rehearsal (e.g., use voice and movement to suggest an airport, circus, or factory environment)

use a variety of technological tools (e.g., light, sound, set design, props, models) to enhance the impact of drama works

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' drama works and activities

use the critical analysis process before and during drama projects to identify and assess individual and peer roles and responsibilities in producing drama works (e.g., identify and assess the contribution of leadership and supporting roles, group dynamics, and cooperative problem solving to their process of creating drama works)

analyse a variety of drama works to compare and assess how they explore universal themes and issues (e.g., compare and contrast the handling of similar themes in dramatizations of folk tales, myths, legends, personal stories, and/or Aboriginal tales)

identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write theatre or film reviews assessing whether the lighting, sound, set design, and costumes of a drama are used effectively to illustrate the intended message)

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

identify different types of drama and explain their function in diverse communities and cultures from the past and present (e.g., the function of television, film, or video game dramas with predictable plot lines and stock or stereotypical characters in today’s society; the function of theatre in ancient Greece, liturgical drama in medieval Europe, Shakespearean drama in Elizabethan England, and/or “social problem” dramas today)

explain how dramatic exploration helps develop awareness of different roles and identities people have in society (e.g., explain what they learned through role playing characters from different socio-economic groups)

describe ways in which different types of dramatic exploration and drama presentations contribute to the school and broader community (e.g., list school productions, community theatre, professional theatre, street theatre, children's theatre, or school-spirit assemblies they have attended, and describe how they and the audience benefited from the experience)

identify ways in which dramatic exploration contributes to their understanding of diverse cultures and traditions (e.g., identify insights they gained through exploring the role of ritual in Greek theatre and/or Aboriginal ceremonies)

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.

identify and describe skills, attitudes, and strategies they used in collaborative drama activities (e.g., brainstorming, active listening, and cooperative problem-solving skills; strategies for sharing responsibility through collaborative team roles)

identify skills they have developed through drama activities and explain how they can be useful in work and other social contexts (e.g., explain in a journal how their brainstorming and negotiation skills support teamwork in a variety of contexts)

identify connections between their learning in drama and possible employment opportunities in the broader educational and arts sectors (e.g., production and/or performance roles in community theatre, television/radio broadcasting, filmmaking)

Foundations

Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components

identify the drama forms, elements, conventions, and techniques used in their own and others' drama works, and explain how the various components are used, or can be used, to achieve specific effects, with a focus on ensemble drama works (e.g., how a comic drama form can be used to convey a serious message, how setting and time period can be used to sharpen the focus on a moral dilemma, how characters can be used to vary the mood within a drama)

demonstrate an understanding of and use correct terminology to refer to the forms, elements, conventions, and techniques of drama, with a focus on ensemble drama works (e.g., chorus, protagonist, ingénue, supporting role, act, scene, climax, resolution, improvisation, mask, freeze-frame image)

demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., set design, costume design, lighting plot, light cue sheet, sound cue sheet, prompt book, set sketch, set model)

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies

identify ways in which dramatic expression and performance reflect communities and cultures, past and present (e.g., the prominence of socially and/or politically powerful characters in the drama of pre-industrial societies; the use of boy actors for female roles in Shakespearean theatre; the emphasis on religious themes in the drama of many cultures in different eras)

describe how drama is used for various purposes in a range of social contexts (e.g., to express or celebrate group or community sentiments or values in street theatre or parades; to mark important historical or religious anniversaries of a country or culture; to raise awareness of social, environmental, and political issues; to explore personal relationships or social arrangements)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

identify and follow safe and ethical practices in drama activities (e.g., exhibit safe use of sound and lighting boards; follow procedures for the environmentally responsible use of materials and energy; prepare an individual or group seminar report on the nature and purpose of one or more of the following: copyright protection, royalties, public domain, intellectual property rights)

identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., use active listening and cooperative problem-solving skills; practise punctuality; use tact in suggesting changes and improvements; demonstrate willingness to accept criticism and build consensus)

demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., as a performer: show willingness to take direction and behave appropriately towards other actors; as a viewer: demonstrate respect for performers and other audience members by paying attention, not interrupting or talking, and applauding when appropriate)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming with a partner, word webs, mind maps) to generate ideas to address an integrated arts challenge, individually and/or collaboratively

use exploration, input, and reflection to develop, revise, and refine plans for integrated art works/productions, individually and/or collaboratively (e.g., use a think-pair-share strategy to explore ideas and select one for their art work; use a checklist to develop their plan; reflect on the input of their peers and revise their plan as appropriate)

use the appropriate stages of the creative process to produce and present preliminary integrated art works, individually and/or collaboratively, in response to creative challenges (e.g., a multidisciplinary art work on a topic such as folklore, body image, or the environment; a work that integrates drama and music to represent a First Nation, Métis, or Inuit world view), and revise their works on the basis of peer- and self-assessment (e.g., present versions of their preliminary work to a small group of their peers and make notes on the group's response; reflect on the applicability of the input before revising their work)

Elements and Principles: apply key elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions

select and apply a combination of key elements and principles from more than one arts discipline when creating and presenting integrated art works/productions (e.g., combine the elements of space and energy from dance with focus from drama to depict a "living" art work; create a work that combines the principle of rhythm from visual arts with the element of duration from music; present a work that applies the principles of point of view and hybridization from media arts with the element of role/character from drama)

modify the elements and/or principles of an existing art work to achieve a particular intent (e.g., change the use of space in a dance presentation to convey a feeling of entrapment; change the point of view in a film clip to reflect the perspective of a minor character; modify the pitch and/or dynamics of the soundtrack for an animation to create a feeling of suspense), and compare the effects of the original and modified works

Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity

integrate media/materials, tools, and techniques from more than one arts discipline to create an integrated art work/production that communicates a specific message (e.g., in the style of Barbara Kruger or Jenny Holzer, create a work that conveys a message on an issue such as the dangers of smoking, the causes and/or effects of global warming, or another issue of interest to them; create a video and/or audio public service announcement to inform a specific audience about a current issue)

use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity (e.g., create a music video that dramatizes their response to a particular piece of music; create a stage production using a digital sound track, video projection, and contemporary dance techniques)

Presentation and Promotion: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.

apply current technologies to present integrated art works/productions (e.g., add digitally designed lighting and music to enhance a drama presentation; present a virtual, interactive, and/or web-based version of a live project; present their work in a virtual gallery)

demonstrate an understanding of and apply appropriate standards, conventions, and practices associated with the preparation, promotion, and presentation of art works, including integrated art works/productions, for a variety of purposes (e.g., format works for presentation in a gallery or for inclusion in a portfolio; describe the procedures and tools used to promote a production, including posters, tickets, programs)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions

identify and communicate their initial reaction to works from a variety of arts disciplines, using various strategies and modes of communication (e.g., a small-group or class discussion, a placemat exercise, a blog, a journal)

identify and describe the elements and principles used to create integrated art works (e.g., Noh theatre, music videos, installation or performance art, ballet), and describe the methods used to combine these elements and principles into unified art works

identify and reflect on the qualities of their own art works and the works of others (e.g., using a journal, a blog, discussions with peers), and evaluate the effectiveness of these works

The Function of the Arts in Society: demonstrate an understanding of various functions of the arts in past and present societies

describe the role of the arts as a vehicle for both cultural expression and the individual expression of the artist, with reference to works from both the past and the present (e.g., describe how a specific work of art conveys the artist's personal perspective; prepare a model demonstrating a ceremony or ritual, and explain its cultural significance; prepare a presentation on the cultural significance of different types of clothing; listen to popular music of the 1920s and describe its connections to changing cultural/social mores of that decade; compare indigenous dances from different parts of the world with respect to their cultural meaning)

communicate an understanding of the ability of the arts to inform and instruct and to contribute to social change (e.g., with a partner, research art works that communicate a specific message, and describe their effect; explore and describe the purpose of art works created for a specific audience, including works intended for a local, national, and global audience; describe the intention and techniques of didactic drama such as Augusto Boal's Theatre of the Oppressed; research and report on protest songs from different eras; prepare a presentation on the use of propaganda art during the Cultural Revolution in China; describe the influence of current music videos on youth culture)

Values and Identity: demonstrate an understanding of how creating, presenting, and analysing art works has affected their understanding of personal, community, and cultural values and of Canadian identity

describe how creating, presenting, and analysing a variety of art works has affected their personal values and their awareness of the values of their community and culture and those of other cultures (e.g., how reflecting on their initial reaction to an art work has helped them understand their own values; how creating an art work addressing an issue of local importance has contributed to their awareness of the values of their community; how analysing art works from a variety of cultures has contributed to their awareness of the values of those cultures)

demonstrate an understanding of how exploring the arts has affected their perception and understanding of Canadian identity (e.g., their understanding of Canadian multiculturalism; their understanding of issues that concern Canadians, including Aboriginal peoples; their awareness of the diversity of the artistic community in Canada)

Connections Beyond the Classroom: describe the types of skills developed through creating, presenting, and analysing art works, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours outside the classroom.

identify skills, character traits, and work habits that are developed through the processes of creating, analysing, presenting, and/or promoting art works, including integrated art works/productions (e.g., problem-solving skills; technical skills; their ability to express themselves; character traits developed through collaboration, such as cooperativeness, flexibility, and respect for the opinion of others; ability to work in teams and independently), and describe how they can be applied outside the classroom (e.g., create a visual organizer to compare integrated arts skills with Essential Skills in the Ontario Skills Passport or Human Resources and Skills Development Canada [HRSDC] Essential Skills; describe how their cooperative work habits can be applied in family situations or in their job; describe how they can use their analytical skills when attending arts-related presentations in their community)

identify and explore arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., create a list of college and university programs and apprenticeships related to their field of interest in the arts; conduct on-line research on arts-related careers; hold mock interviews for a position in the arts and culture industry; create a personal skills inventory and compare it to the skills required in their field of interest; interview [online or in person] an artist in their community about that person's career choice)

identify opportunities for continuing engagement in artistic and cultural endeavours beyond the classroom, and communicate their findings (e.g., brainstorm in small groups to create a list of various community arts programs, organizations, and activities, such as ballroom dancing, community bands, choirs, arts centres, theatre groups; research ways to become involved in arts advocacy; compile a list of arts-related hobbies or arts-appreciation opportunities)

Foundations

Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines;

use appropriate terminology related to elements, principles, and other key concepts when creating, analysing, or presenting various types of art works (e.g., use appropriate terminology when writing a simple melody with a partner, when creating a framing project in media arts, when designing a school uniform that reflects the values and culture of their school, when using flash animation or music to enhance a website, when describing their initial reaction to a painting; design a "terminology bingo" game using key terms related to the various arts disciplines)

demonstrate an understanding of elements, principles, and other key concepts associated with the various arts disciplines (e.g., describe examples of energy, tension, point of view, hybridization, duration, colour, balance; create a word wall of important terms, organized by discipline), and identify those terms that are common to more than one discipline

describe similarities and differences in approaches to the creative process within various arts disciplines (e.g., with reference to inspiration in drama and visual arts, experimentation in dance and music, presentation in media arts and music)

Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures, and describe past and present influences on various arts disciplines

demonstrate an understanding of common symbols and themes in past and present art works from a variety of cultures, including First Nation cultures (e.g., explore world views and values inherent in Aboriginal cultural symbols; compile a list of and describe symbols that are used in art works associated with a particular cultural identity; describe the symbols or themes used in applied art works such as logos for companies or branding of products)

describe, on the basis of research, themes in the work of some past and/or present artists, including Canadian artists, whose body of work incorporates more than one art form (e.g., prepare a short presentation on themes explored by artists such as Vera Frenkel, Robert Lepage, Tomson Highway, Michael Snow, Janet Cardiff

describe, on the basis of research, past and present influences from around the globe on different arts disciplines (e.g., colonization and decolonization, technological developments, historical immigration and settlement patterns, religion, philosophical or social movements)

Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, and experiencing art works.

identify and appropriately apply conventions associated with the experiencing of various types of art works (e.g., develop a protocol for etiquette in a gallery/museum, concert hall, or theatre, and create a poster illustrating this protocol)

demonstrate an understanding of safe and conscientious work practices associated with the various arts disciplines, and apply these practices when engaged in the creative process (e.g., create a quiz based on Workplace Hazardous Materials Information System [WHMIS] guidelines; follow instructional manuals or the teacher's instructions when using new tools and technologies; demonstrate respect for the work of other students; create classroom rules and expectations through small-group discussions)

identify, on the basis of research, ethical and legal practices related to the various arts disciplines, and apply these practices when creating, presenting, or promoting art works, including integrated art works/productions (e.g., use media from Creative Commons; use accepted sources for stock photography; seek permission and provide appropriate credit when borrowing from the work of visual artists, composers, and/or choreographers; respect cultural protocols when exploring First Nation, Métis, and/or Inuit art forms)

identify environmental issues associated with the arts, and apply environmentally responsible practices when creating and presenting art works, including integrated art works/productions (e.g., dispose of paint containers in an environmentally responsible way; recycle batteries and toner cartridges; source environmentally friendly materials)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create media art works, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming, concept webs, mind maps, research using sources such as the Internet and/or oral sources) to generate ideas, individually and/or collaboratively, for solutions to creative challenges (e.g., creating a media art work based on a theme such as child poverty in Ontario)

develop plans, individually and/or collaboratively, that address a variety of creative challenges (e.g., use thumbnail sketches, storyboards, and/or production notes to help them develop their plans), and revise their plans on the basis of peer- and self-assessment

produce and refine media art works, using experimentation, peer and/or teacher input, and personal reflection (e.g., experiment with techniques and materials to find ones that are appropriate for their planned media art work; reflect on input from class critiques and/or discussion boards, and apply the comments to revise their works)

present media art works, individually and/or collaboratively, using a variety of methods that are appropriate for their work (e.g., a classroom exhibition, projected digital images accompanied by sound, an interactive web page, a site-based installation, a projected animation or live action video)

use a variety of tracking tools (e.g., sketchbooks, process journals, digital collections of images and/or sounds) to document their use of the creative process, and use this record as a basis for reflection on the effectiveness of their procedures

The Principles of Media Arts: design and produce media art works, applying principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts)

demonstrate an understanding of one or more of the principles of media arts, and apply the principle(s) to transform an existing work from one of the contributing arts (e.g., use the principle of hybridization to transform a painting into a digital collage or an animation)

design and produce original media art works on a specific theme (e.g., an environmental issue) by combining one or more of the principles of media arts and a variety of elements from the contributing arts (e.g., design and produce an installation that uses the principles of duration and point of view and integrates the elements of colour, space, pitch, and form in the style of Fabrizio Plessi)

Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

explore a variety of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works (e.g., use digital still and/or video cameras and image-editing software; use available OSAPAC software; manipulate found sounds; experiment with light and 2D animation software to recreate the optical illusion created by a phenakistoscope; create a virtual flipbook on the Internet; use digital photography and printing techniques to create an actual flipbook for their portfolio)

use appropriate technologies, tools, and techniques to create and present media art works for a variety of audiences (e.g., use bright primary colours and simple images in an animation to be presented to young children; use a computer monitor as a point of access for a presentation on the Internet; use back projection on a stage for an art work with live performance elements)

communicate personal messages by creating and presenting media art works using a variety of approaches and techniques (e.g., create a collage of still images and sound conveying their perspective on an issue related to discrimination)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, assessing, and reflecting on media art works

identify and describe their initial responses to media art works (e.g., Marie Jo Lafontaine's Tears of Steel), using various strategies and modes of communication (e.g., a small-group or class discussion, a placemat exercise, a blog, a journal, a sketchbook)

identify and describe, on the basis of exploration, the aesthetic and technical features of a contemporary media art work, and describe how the artist has combined these features to create a unified work (e.g., identify the tools, techniques, and materials used by a media artist, and describe how they have been used to create the art work; identify elements and principles used in the work, and describe in a T-chart or journal how the artist uses them to achieve an effect, convey an emotion, or communicate a message; explore the technical and aesthetic features of Char Davies's virtual environments)

use the critical analysis process to assess the effectiveness of media art works in communicating a message or expressing an emotion, and describe how their assessment of the works has evolved throughout the critical analysis process (e.g., review their notes or other records and reflect on how their assessment has changed as their analysis of the art work has deepened)

communicate an understanding of how they use the stages of the critical analysis process when they are creating their own media art works (e.g., describe how they use aspects of the critical analysis process to assess the viability of their plan, to focus an experiment with a medium or technology and evaluate its success in achieving their intended purpose, or to decide how to present their media art work; reflect on and describe how their analysis of the work of other media artists, including their peers, has influenced their own creativity, their use of tools or technologies, or their presentation decisions)

Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values

identify and describe, particularly with reference to their own art works and those of their peers, ways in which media art works reflect artists' personal identities (e.g., artists' experiences, values, concerns, challenges)

identify and describe ways in which media art works reflect cultural identity (e.g., the animated short film The Sweater; the media art works of Ron Noganosh)

identify and describe ways in which media art works can influence community or societal values (e.g., the impact on their school community of a media art work on combating climate change)

describe, using a variety of formats (e.g., digital scrapbooks, digital timelines, a reflection journal), how creating and presenting media art works has affected their personal values and their understanding of their culture and community (e.g., how creative challenges have encouraged them to explore and take a position on social issues;how feedback from presenting a work provides insights into the values of their community)

describe how the process of critically analysing media art works has affected their understanding of the values of other cultures and communities (e.g., how analysing Bollywood films has affected their understanding of South Asian culture)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in media arts and how they can be used outside the media arts classroom.

identify, on the basis of research, areas for continued study in media arts and related fields (e.g., using available resources, create a list of advanced media arts courses, contributing arts courses, and relevant technology courses at both the secondary and postsecondary level; identify opportunities for experiential learning)

identify and describe the skills required in careers related to media arts (e.g., animator, music composer for film/video, special effects artist, video editor)

identify and describe skills and understandings acquired through the creative and critical analysis processes in the media arts (e.g., collaborative, technical, analytical, and communication skills; ability to meet deadlines; ability to understand multiple points of view; cultural awareness), and describe how they can be applied in everyday life (e.g., to analyse an item in the mass media; to reflect on and respond to a conflict with a peer; to create a DVD for a family reunion; to create a slide show for an environmental organization)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts

identify the stages of the creative and critical analysis processes, and identify and correctly use terminology related to the conventions and concepts of media arts when creating and analysing media art works (e.g., in small groups, brainstorm to develop lists of stereotypes, symbols, styles, icons, structures, and recipes used in media arts)

identify and describe some elements from contributing arts that are used in media arts (e.g., in small groups, create a visual or other representation of line or texture from visual arts, pitch or timbre from music, space or energy from dance, tension or relationship from drama), and describe some of the principles of media arts that can be applied to organize these elements

correctly use terminology related to the technologies, tools, and techniques used in the production and presentation of media art works (e.g., cropping, key frames, camera angles, zoom, microphone, choreography, transition, light board)

Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts

identify, through exploration, and describe (e.g., in class discussions or presentations; using comparison charts, illustrations, concept maps, or diagrams) connections between a contemporary media art work and related historical art works (e.g., the photographs of Edward Burtynsky and the landscape paintings of Emily Carr)

describe, on the basis of research, the history and development of a media arts tool, medium, or technology (e.g., create a slide show to illustrate the technological development of photo imaging from Henry Fox Talbot to the present; create a timeline tracing the history of audio production; write a research paper on the development of film technology)

describe (e.g., in an online presentation, class discussion, essay, or Venn diagram) how sociocultural trends have contributed to the development of an aspect of media arts (e.g., how the digital revolution has affected the types of media and how they are used; how aesthetic traditions from around the world have influenced techniques; how social issues such as global warming have influenced content)

Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

identify and apply healthy, safe, and conscientious work practices when performing tasks related to media arts production (e.g., use healthy practices such as stretching before movement activities; use safe practices when setting up lighting kits, using a tripod, or packing up equipment; use conscientious practices such as updating computer anti-virus programs)

describe some ethical and legal practices associated with media arts, particularly with respect to copyright laws, and apply these practices when creating media art works (e.g., seek permission to sample songs from musicians; use authorized sources for stock photography or other licensed materials; show respect for other cultures)

identify and apply responsible environmental practices associated with the media arts workplace (e.g., dispose of chemicals and batteries in environmentally safe ways; use energy conservation practices; recycle used materials when possible)

identify positive character traits associated with both independent and collaborative media arts production, and explain the importance of these traits (e.g., use a think-pair-share strategy to generate a list of positive traits, and create an animation to explain their importance; review entries in their work journal to determine the character traits that contributed to the success of their personal media arts project or their creative interactions with others)

identify and appropriately apply conventions associated with the experiencing of media art works (e.g., follow protocols for visiting galleries, museums, theatres, or installations; show respect for the work of classmates; demonstrate proper audience etiquette during performance pieces)

The Arts

Creating and Presenting

The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music

apply the creative process when performing notated and/or improvised music (e.g., experiment with an existing étude or musical exercise, reflect on the results, and apply their findings when making artistic choices with respect to their performance piece; use innovation, experimentation, and reflection to explore and assess the effectiveness of improvisational choices; use peer feedback and self-assessment to help them evaluate the effectiveness of their creative choices)

apply the creative process when composing and/or arranging music (e.g., in a small group, plan and create a simple composition; use innovation, planning, experimentation, reflection, and refinement when arranging and transposing music or when composing an eight-bar melody with appropriate accompaniment)

The Elements of Music: apply elements of music when performing notated and improvised music and composing and/or arranging music

apply the elements of music and related concepts appropriately when interpreting and performing notated music (e.g., accurately play or sing articulations such as a variety of accents; demonstrate detailed and subtle dynamics; play or sing repertoire with accurate pitch and intonation; play or sing maintaining a consistent tempo, and change tempi as appropriate; play or sing in various metres; demonstrate uniform expressive control [blend and balance] when playing or singing in an ensemble)

manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms (e.g., when making creative choices with respect to melody, rhythm, and tempo during an improvised performance; when improvising rhythms and melodies over an appropriate chord progression; when improvising a melody based on a twelve-bar blues or a modal chord progression)

apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music (e.g., when writing and performing diatonic melodies over an appropriate harmonic progression; when creating a simple two-part composition; when creating a soundscape using environmental sounds such as forest sounds or sounds in a machine shop, and developing a means of notating the sounds)

Techniques and Technologies: use a variety of techniques and technological tools when performing music and composing and/or arranging music.

demonstrate technical skill when performing notated and/or improvised music (e.g., perform, with control and subtlety, notated or stylistically correct dynamics; accurately perform scales, patterns, or technical exercises related to the repertoire; apply correct articulations when performing notated passages; perform with suitable breath control, bow control, stick technique, or finger style, as appropriate)

apply compositional techniques when composing and/or arranging simple pieces of music (e.g., compose simple diatonic melodies that demonstrate an understanding of instrumental and/or vocal range; compose or arrange a selection in binary form for more than one voice or instrument; arrange a selection for percussion using musical forms common in West African drumming)

use current technology when practising, performing, composing, and/or arranging music (e.g., use audio-editing software to create an audio composition using environmental sounds; use software to notate a simple eight-bar composition; use accompaniment software to create the rhythm section for a twelve-bar blues progression)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

listen to selections that represent a variety of musical styles and genres, and describe and reflect on their responses to them (e.g., describe their initial response to a recording of folk music from Atlantic Canada; reflect on their response to a new musical selection, connecting it to their response to a selection they have heard before; describe their response to musical choices made by the choral director with respect to a selection of music, and give reasons for their response; describe their response to choral works from different cultural or religious traditions; explain why their response to a piece of music may vary at different points in their life or course of study)

identify and explain the use of elements and other components of music in a variety of selections, including their performance repertoire (e.g., identify aspects of elements that contribute to the development of form in traditional folk music [melodic themes, rhythmic patterns, harmonic structures, dynamic levels]; identify individual elements and describe how they have been manipulated in a small ensemble performance by their peers; explain how composers indicate expressive intent through a variety of markings [signs, symbols, terminology]; identify elements in musical selections from a variety of cultures, and explain how these elements make the music distinctive)

explain the difference between technical aspects and expressive aspects of music, with particular emphasis on style and appropriate use of dynamics and other expressive controls, and assess the contribution of both aspects to the successful interpretation of musical selections (e.g., assess a musical performance in terms of its technique, fluency, and expression; express and support an opinion about the relative importance of technique and fluency in achieving a successful musical performance)

conduct research to gather information relating to music, musicians, and the musical opinions or analysis of others (e.g., connections between the music of a contemporary group or ensemble and the performers' life experiences; audience feedback on a school concert), assess the validity of the information, and reflect on it to enhance their own analysis and critical judgement (e.g., create a summary of feedback on a concert and reflect on how it might apply to their own performance)

Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities and cultures

explain the origins of traditional, commercial, or art music with reference to the culture or community in which it was created (e.g., the origins and use of Gregorian chant in Christian worship during the Middle Ages; the origins of country music in rural communities; the origins of hip hop in urban youth culture)

describe significant contributions of individuals within a community or culture to genres of traditional, commercial, and/or art music (e.g., the impact of Bob Dylan on protest music of the 1960s; Susan Aglukark's integration of her Inuit musical heritage into contemporary music; the differences in the origins of Louis Armstrong and Benny Goodman and their contributions to the development of jazz; the influence of Ravi Shankar on South Asian and Western music)

Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development

explain how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of social and environmental issues, and their understanding of others (e.g., how honesty and integrity are encouraged through musical study; how the study of music has contributed to their appreciation of beauty and their ability to express emotion; how knowledge of the music of other cultures and communities has helped them develop empathy for other people)

describe the performance, creative, and analytical skills and knowledge they have developed through the study of music, and explain the ongoing steps they will take to ensure continued improvement in these areas (e.g., record and review their own performance of a selection, and compare it with an exemplary performance of the same selection; maintain a reflective practice log, and analyse and reflect on the entries to assess their progress and develop plans to improve specific aspects of their work; reflect on and describe their own strengths and areas for improvement, and compare these to feedback from peers and/or their teacher)

describe and demonstrate interpersonal skills and work habits that contribute to the success of individual and collaborative musical work (e.g., the importance of active listening, cooperation, patience, preparedness, professionalism; the ability to encourage, direct, and motivate others; the importance of discipline and self-motivation when working independently)

Connections Beyond the Classroom: identify and describe various opportunities for continued engagement in music.

identify and describe a variety of musicrelated work opportunities that reflect their own skills and knowledge (e.g., identify musicrelated part-time jobs and/or work-related activities that would be appropriate for them at their skill level, such as providing singing lessons for younger children, teaching music at a summer camp, job shadowing a music producer; identify cooperative education opportunities; create a résumé and job search list for summer employment in the field of music; list possible performance opportunities; create a business plan that outlines ways they could generate income through music)

identify and describe, on the basis of research, formal and informal music learning opportunities that are available both in and outside of school (e.g., describe opportunities in their school and community for expanding their music education, such as music camp, summer workshops, private lessons, music clubs; map pathways from this course through secondary school and into postsecondary programs that would support a formal music education)

identify opportunities for and explain the benefits of ongoing involvement in musical activities and the arts community (e.g., research local cultural organizations, describe how they support music and other arts in the community, and explain the benefits of this support; list performance opportunities in their community, including youth ensembles, musical theatre youth companies, jam sessions, musical events at senior citizens' homes or service clubs)

Foundations

Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements (e.g., describe and accurately perform major and minor scales and major triads as they relate to course repertoire, integrating changing dynamics and varied articulations; describe and demonstrate an understanding of the form of a twelve-bar blues progression; describe and demonstrate appropriate approaches to dynamics in the interpretation of a musical selection; identify the elements in a broad range of aural samples; use correct terminology when describing and/or demonstrating repetition and contrast in musical forms; identify various forms and aspects of form such as binary and ternary form, rondo, introduction and coda, theme and variation, opera, round/canon, fugue)

demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation (e.g., demonstrate correct notation such as articulation and phrase markings when constructing melodies; use correct notation when arranging a standard ballad from a lead sheet; use style and tempo markings that are appropriate for the musical style of their composition or arrangement)

reproduce or identify accurately, from notation and/or listening, melodic, rhythmic, and/or harmonic examples (e.g., reproduce, aurally identify, and notate examples of intervals, from unison to an octave, including major, perfect, and minor intervals; identify sound layering from simple to more complex voicings through listening; identify diminished and augmented chords)

Characteristics and Development of Music: demonstrate an understanding of the history of various musical forms and of characteristics of music from around the world

demonstrate an understanding of the development of various musical forms (e.g., create a graphic organizer outlining the history of jazz; describe similarities in selections of music from the same time period or by the same composer or performer; describe the development of musical theatre)

identify and describe shared and unique characteristics of traditional and contemporary music, including Aboriginal music, from Canada and around the world (e.g., compare and contrast Native music from Canada with that of other countries; in a small group, replicate ceremonial music from a Canadian Aboriginal group; explore how Latin dance rhythms have been used in jazz music; describe how artists such as Paul Simon or Sting have used musical elements from other cultures in their work)

Conventions and Responsible Practices: demonstrate an understanding of responsible practices and performance conventions relating to music.

identify and explain physical and health considerations associated with practising, performing, and listening to music (e.g., describe, on the basis of research, the importance of protecting their aural health, with specific reference to volume levels on personal music players and amplification at rock concerts; demonstrate the importance of instrument maintenance and cleanliness; describe a range of physical ailments that musicians are susceptible to)

demonstrate an understanding of conventions related to music performance, with reference to both performers and audience members (e.g., demonstrate appropriate rehearsal etiquette in band, choir, or orchestra sectionals or in drum circles; make a list of acceptable concert hall etiquette, exchange lists with a partner, and discuss differences in the lists; compare and contrast the programs for different types of concerts and explain the reasons for the differences)

demonstrate an understanding of ethical and legal practices relating to music, with reference to both consumers and producers of music (e.g., ethical obligations of consumers; legal obligations regarding uses of music by radio stations, advertising agencies, and filmmakers or on websites; legal protections for composers and performers)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works (e.g., in small groups, use brainstorming, research, concept webs, and/or mind maps to generate original and imaginative ideas; filter their ideas to select a suitable one to serve as the basis for their art work; use notes and/or thumbnail sketches to help them develop clear and flexible plans that show attention to detail; revise their plans on the basis of peer- and self-assessment)

use experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, printmaking, and mixed media (e.g., experiment with a variety of materials/media, techniques, and tools to find ones that are appropriate for their planned art work; reflect on their preliminary work and on feedback from their peers before revising their art work)

document their use of the creative process in a portfolio (e.g., include evidence of their conceptual, creative, and technical skills; include thumbnail sketches, checklists, and/or graphic organizers to show evidence of experimentation, reflection, and revision), and refer to this portfolio to reflect on how effectively they have used the creative process

The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages

use various elements and principles of design to create art works that express personal feelings and/or communicate emotions to an audience (e.g., create a mixed-media self-portrait that uses colour, line, and shape in the style of Frida Kahlo to convey their personality and elicit emotions from the audience)

apply elements and principles of design as well as art-making conventions to create art works that communicate ideas, information, or messages, and/or that convey a point of view on an issue (e.g., use colour, line, shape, contrast, and emphasis when creating an art work that addresses an issue in their local community; incorporate symbolism to communicate a message about an environmental issue)

Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

explore and experiment with a variety of materials/media, including alternative media, and traditional and/or emerging technologies, tools, and techniques, and apply them to create art works (e.g., use recycled, found, and/or handmade objects to make a mosaic or assemblage; experiment with technology such as scanners or digital cameras; use appropriate techniques when working with media such as plaster, paint, charcoal, or clay; combine photo transfers with watercolour and graphite)

demonstrate appropriate ways to prepare their art works for presentation (e.g., mat, mount, frame, label, sign, date, and/or number their work, as appropriate; provide an artist's statement explaining their approach to the work)

demonstrate an understanding of a variety of ways in which art works can be presented to reach different audiences (e.g., in a classroom display, in a sculpture garden or other outdoor space in the community, on the sides of buildings or in bus shelters, mounted on the walls or on stands in the lobby of a public building such as a library, in a real or virtual gallery)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works

identify and describe their initial reactions to a variety of art works, and explain the reasons for their reactions (e.g., the aspects of the work and/or their personal experiences that contributed to their first impressions of its mood, subject, intent)

identify and describe the elements and principles of design used in their own art works and the works of others, and describe their effects (e.g., how line, colour, and shape are used to create emphasis, mood, and/or movement)

explore and interpret a variety of art works, both historical and contemporary, to identify and describe their purpose and style, the materials used, and the meanings the works convey (e.g., compare medieval and Renaissance art or architecture with respect to their style and purpose and the media/materials they use; describe the style and meaning of the works of Roy Lichtenstein)

use a variety of strategies (e.g., peer- and self-assessment, formal critiques, feedback and reflection following public displays) to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works

Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values

identify and describe the function of various types of art works (e.g., propaganda art, religious art, satirical works; works that focus on personal narrative or anthropological study) in past and present societies

identify and describe ways in which various art works reflect the society in which they were created (e.g., with reference to the use of available materials, cultural influences, the depiction of current events or issues important to that society, the purpose of the work, the views and beliefs of audiences at the time)

identify and describe ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with reference to their self-concept, their awareness of stereotypes, their approach to fashion, their attitudes towards objects associated with particular cultural groups, their ability to express their emotions)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in visual arts, and describe various opportunities related to visual arts.

identify types of knowledge and skills acquired in visual arts (e.g., knowledge related to visual literacy; creative problem-solving skills; skills related to visual communication, spatial organization, and presentation), and describe how they could be applied in a variety of careers and in various areas of study

identify, on the basis of research, a variety of secondary and postsecondary pathways and careers related to visual arts (e.g., apprenticeships; postsecondary art programs; art-related careers in advertising, animation, fashion design, filmmaking, graphic design, industrial design, photo journalism) and the education required for these careers

describe, on the basis of exploration, a variety of personal opportunities in their community in cultural or other fields related to visual arts (e.g., opportunities to create decorations for an event associated with a cultural or religious practice; opportunities to work on community murals or to create posters for a school event; opportunities to produce classroom or school-wide art shows and exhibits)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

use appropriate terminology related to elements and principles of design when creating and analysing art works (e.g., when comparing the use of line, colour, shape, and contrast in African textiles with those in medieval illuminated manuscripts; when demonstrating or describing how to create an area of emphasis using colour, contrast, and shape)

use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (e.g., dry brush; layering; pinhole camera; washes; techniques and tools used to create flipbooks, illuminated manuscripts, mosaics, stained glass works)

identify and describe the stages of the creative process and the critical analysis process (e.g., how reflection relates to the other stages of the creative process)

Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works

demonstrate an understanding of a variety of techniques that artists use to achieve specific effects (e.g., the use of atmospheric perspective to create the perception of depth, the use of additive and subtractive sculpture to explore space and form, the use of layering to provide a sense of dimensionality)

demonstrate an understanding of several conventions used in visual art works (e.g., exaggeration, metaphor, simile, symbols, synectics; conventions associated with heroic, narrative, naturalistic, and satirical works)

Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

identify legal and ethical issues associated with visual arts (e.g., copyright; ownership of virtual and intellectual property; issues related to cultural sensitivity), and demonstrate legal and ethical practices when creating, presenting, and/or promoting art works (e.g., seek permission before incorporating copyrighted materials in their art work; show respect for intellectual property; demonstrate sensitivity when using patterns or conventions from other cultures in their art work)

demonstrate an understanding of safe and conscientious practices associated with the use of materials, tools, and technologies in visual arts, and apply these practices when creating and/or presenting art works (e.g., use appropriate precautions when dealing with hazardous materials; adopt protective measures when using sharp tools; keep their work space clean and free of physical and other hazards; demonstrate respect for classroom facilities, tools, equipment, and technological devices)

demonstrate an understanding of how the production and presentation of art works can affect the environment, and apply environmentally responsible practices when creating and presenting art works (e.g., use recycled materials where possible; separate recyclable and hazardous materials from their waste; limit the use of environmentally hazardous substances or non-sustainable resources)

The Arts

Creating, Presenting, and Performing

The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

use the elements of dance to develop and perform a series of connected dance phrases inspired by a source (e.g., demonstrate “stages in the life” of figures from various Rodin sculptures; depict changes in an object from nature or the surrounding environment)

create and perform phrases that combine the elements of dance in a variety of ways (e.g., use body parts in a sequential and then in an isolated way while alternating levels with each movement; combine the elements of space and relationship in a diagonal movement by a tightly clumped group)

use the elements of dance to produce and perform movement vocabulary through guided improvisation (e.g., explore negative space within a small group in a variety of ways, collaboratively decide on revisions, and repeat the improvisational process several times until a sequence begins to unfold)

develop a variety of solutions to movement problems following specific guidelines in performance (e.g., use juxtaposition, contrast, and/or repetition with a partner to broaden movement vocabulary)

Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

use a variety of choreographic forms, structures, and techniques to create and perform a series of movement phrases (e.g., use a theme and variation structure in a duet; create a group composition using movement motifs that communicate a response to a natural or built environment beyond the studio)

create a dance composition inspired by a source (e.g., develop dance phrases suggested by Feathers and Fools by Mem Fox and Nicholas Wilton or The Great Kapok Tree by Lynne Cherry and use them as the basis for a longer composition)

use a variety of compositional approaches to express a range of ideas and moods through dance (e.g., select evocative words from a poem and create movement vocabulary to communicate their meaning; compose a series of dance phrases to reflect the structure and express the mood of a piece of music)

Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world

apply knowledge of the movement vocabularies of a variety of dance forms from around the world (e.g., practise and demonstrate movements from ballet/jazz dance, modern/contemporary dance, and one or more world dance forms, such as the Anishinabe “jingle dress dance” and the Punjabi bhangra dance)

accurately reproduce timing and phrasing patterns found in a variety of dance forms from around the world (e.g., correctly perform a syncopated movement phrase)

arrange and present multiple sequences using the dance vocabulary and technique from an identified dance form (e.g., use the vocabulary learned in Limón technique to create a five-minute Limón technique demonstration for a Grade 8 class)

Performance: apply dance presentation skills in a variety of contexts and performances.

revise, refine, and polish movement execution and choreography (e.g., use teacher and peer feedback to clarify their movement choices and intention; rework or change phrases/sections that need revision; polish the technical execution of movement, timing, and spacing)

use the tools of stagecraft to achieve specific purposes in dance presentations (e.g., use lighting to create a particular effect on stage or in the studio)

maintain an appropriate stage presence in rehearsals and performances (e.g., demonstrate awareness of self and others, a strong sense of focus, and an appropriate frame of mind)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others� dance works and activities;

use the critical analysis process to describe and compare a wide variety of dance forms (e.g., identify and describe the movement vocabularies of two or more dance forms and explain what is different and what is similar within these forms)

analyse dance works in terms of both their content and their fluency, artistry, or expressiveness (e.g., identify technical details of alignment and placement in their peers' movement combinations and explain how they affect the fluency and expressiveness of their dance works)

Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities

compare the characteristics of a world dance form and a social dance form and describe the role each has in its society or culture of origin (e.g., Odissi and square dance)

explain how dance contributes to their personal growth and self-understanding (e.g., develop a series of “Dance gives me…” statements that reflect how they benefit from dance activities within and outside of school)

identify and describe different types of dance represented in a particular culture, and describe their purposes (e.g., the characteristics of rain dances in ancient Egypt and their relationship to environmental factors, agricultural practices, and religious beliefs)

Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

identify physical, intellectual, and artistic skills that are developed through dance, and explain how they can be applied to a wide range of careers (e.g., identify occupations that require the type of discipline and patience needed to participate in ballet class)

explain why it is important to support dance arts in their community (e.g., explain how a local dance organization contributes to community life, and identify supports it needs to continue or extend its activities)

develop and maintain a traditional or digital dance portfolio to demonstrate their learning in a variety of ways (e.g., gather and organize materials and records that reflect their evolution as dance creators and performers)

Foundations

Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance;

identify and describe practices that can enhance a positive body image and healthy lifestyle and contribute to successful achievement in dance (e.g., making informed nutritional choices; avoiding substance abuse; recognizing negative patterns of behaviour; identifying and building on their strengths)

demonstrate an understanding of specific details of muscular anatomy as they relate to movement (e.g., describe the relationships between flexors, extensors, adductors, and abductors; create a short warm-up exercise that demonstrates the relationships between the skeletal muscles in the upper and lower body; identify key surface and deep muscles in different parts of their anatomy and explain or demonstrate ways to maintain or increase their strength)

demonstrate, and describe using correct terminology, movement repertoire from a variety of dance forms from around the world (e.g., describe and perform capoeira movements such as banda, cocorinha, ginga, rasteira; create games or narratives involving both words and movements to illustrate dance terminology)

Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society

describe the historical development of one or more dance forms (e.g., the development of English folk dance; the evolution of contra dance into salsa dance as we know it today)

identify and describe ways in which dance is or can be used to reflect or comment on social questions in the local and/or global community (e.g., research and report on the themes addressed by dance pieces such as Lamentation by Martha Graham, A Flock of Flyers by the dance/comedy group Corpus, and/or The Green Table by Kurt Jooss, and the techniques they use to communicate their message; research and report on how companies such as CityDance Ensemble, TRIP Dance Theater, and ODC Dance use dance to comment on environmental issues)

identify and describe similarities and differences in some dance forms from around the world and illustrate them through performance (e.g., do research to identify and compare some characteristic gestures and movements of Kathakali dance and Aboriginal dance, or tap and flamenco, and perform excerpts from these styles to demonstrate their findings)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.

identify and follow responsible practices while creating, performing, and viewing dance (e.g., explain why it is important to avoid distracting or inappropriate movement while viewing others' performances; give constructive and respectful feedback)

demonstrate collaborative and negotiating skills during rehearsal and performance (e.g., contribute their fair share to the creative process; show willingness to negotiate group roles such as motivator, scheduler, materials manager, project coordinator)

identify and follow safe and ethical practices in dance activities in both classroom and performance settings (e.g., help others to use equipment safely; maintain appropriate boundaries; show respect for the opinions of others during class or group discussions; explain why it is important to respect others' choreographic and intellectual property; create, describe, and perform a presentation that shows how another person's work can be incorporated without plagiarizing)

The Arts

Creating, Presenting, and Performing

The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

use the elements of dance to create and perform increasingly complex dance phrases inspired by a theme (e.g., use drawing or writing to depict a theme evoked by a piece of instrumental music, then translate the theme into a series of dance phrases; use free writing to identify themes of interest to them, and create a series of movement phrases based on key words or descriptions from their writing)

create and perform increasingly complex phrases that combine and manipulate the elements of dance in a variety of ways (e.g., include one or more of compound time, repetition, retrograde, or canon in a movement study; develop three or more balances and create simple, organic, connective movements to move from balance to balance)

use the elements of dance to generate and perform increasingly complex dance vocabulary through improvisation and experimentation with a partner or in a group (e.g., use contact improvisation to develop movement with a partner, with attention to considerations such as trust, the sharing of weight, and non-verbal communication)

develop solutions to increasingly complex compositional problems, and demonstrate selected solutions through performance (e.g., use motif in the creation of solos, duets, and trios; use variations on a theme within different configurations; demonstrate various ways of making smooth transitions between different configurations; develop movement phrases that reflect the dancers' relationship to one another and to the dance environment)

Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

use a variety of choreographic forms, structures, and techniques to create and perform increasingly complex dance works (e.g., working in trios, develop a solo for each dancer, including a movement motif that connects each solo; have the solos performed simultaneously to create multiple foci; then use unison performance of the movement motif to create a theme and variation structure)

create a complex dance composition that explores a self- or teacher-selected theme (e.g., develop a dance interpretation of a theme suggested by the film Hula Girls by Sang-il Lee)

use a variety of compositional approaches to express a broad range of ideas and moods through dance (e.g., determine which of two compositional approaches offers more scope for communicating a particular message or theme through dance)

Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world

apply an understanding of the principal movements of a variety of dance forms from around the world (e.g., accurately perform key movements from ballet or jazz dance, modern/ contemporary dance, and two or more world dance forms such as Afro-Caribbean dance, salsa, and the hula)

accurately reproduce a range of dynamics and movement techniques from a variety of dance forms from around the world (e.g., correctly perform a given phrase that contains fall, swing, and suspension)

create and perform compositions that blend the vocabulary and technique of two or more dance forms from around the world (e.g., flamenco and belly dancing

Performance: apply dance presentation skills in a variety of contexts and performances.

revise, refine, and polish movement execution and choreography with increased attention to detail (e.g., use their own perceptions and feedback from peers and the teacher to identify problems, rework choreography, and refine their technical execution of movements, timing, spacing, and interactions)

use the tools of stagecraft with increasing creativity to enhance their dance performances (e.g., heighten the appeal to the senses by introducing incense, background sound, lighting effects, and herbal tea, and by having the audience walk into the space barefoot on bubble wrap)

apply an understanding of the artistic and expressive intent of a work when rehearsing and performing (e.g., pay attention to what their bodies are doing individually and in relation to other dancers; maintain awareness of the connection between their movements and the mood or theme of a piece)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others� dance works and activities;

use the critical analysis process to compare and contrast two Canadian choreographic works (e.g., describe the stylistic difference in the choreography of Allen Kaeja’s Asylum of Spoons and Ginette Laurin’s Luna)

develop and use aesthetic criteria to evaluate both the content and the fluency or expressiveness of student compositions (e.g., criteria including but not limited to: variety of compositional structures, clarity of intent, suitability of movement choices to purpose or theme, smoothness of transitions, connection between movement and musical mood and phrasing)

Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities

identify some world and social dance forms that have been introduced in Canada and explain their growing influence or popularity (e.g., the African dance of Zab Maboungou and Le cercle d’expression artistique Nyata Nyata)

explain how dance education contributes to their personal growth and well-being (e.g., develop ten “Dance education gives me…” statements that reflect how they benefit from studying dance)

explain how the culture of different societies fostered the development of specific dances or dance types (e.g., the “twist” in mid-twentiethcentury North America, the quadrille in eighteenthcentury France)

Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

identify a variety of career options that are available in the dance arts and the skills required for each (e.g., dancer, choreographer, instructor, set/costume/lighting designer, publicist, production manager, dance reviewer)

develop and implement a plan to promote dance education in their school community (e.g., research how dance courses at their school are viewed by other arts students, the general school community, and teachers and administrators; brainstorm ways to raise awareness of the benefits and importance of dance arts for individuals and communities)

develop and maintain a traditional or digital dance portfolio that demonstrates the depth and breadth of their learning (e.g., record analyses of or reflections on challenges they faced, how they responded to them, and what they learned from them)

Foundations

Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance;

identify and describe alternative physical practices that enhance dance training and physical well-being (e.g., karate, aikido, ju-jitsu, t’ai chi)

use biomechanical terminology to describe movement (e.g., demonstrate and name the movements that represent flexion/extension, internal/external rotation, inversion/eversion)

demonstrate, and describe using correct terminology, the principal dance vocabulary of a variety of dance forms from around the world (e.g., describe and perform Latin dances such as salsa, samba, meringue, rhumba; develop an instructional DVD to explain a world dance form to novice dancers, share the DVD with the class, and ask for peer feedback on the effectiveness of their instruction)

Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society

demonstrate an understanding of key developments in Canadian dance history, including the artistic contributions of Canadian dance pioneers (e.g., the founding and development of dance companies such as the Royal Winnipeg Ballet or Decidedly Jazz Danceworks; the work of dancer-choreographers such as Carol Anderson or Robert Desrosiers)

describe how artistic, social, political, and environmental events have influenced the evolution of local and global dance communities (e.g., research and report on the effects of migration, globalization, or art trends on the dance community in Canada, or on the development of modern dance as a vehicle for social commentary)

identify ways in which dance genres they have studied have challenged social or cultural stereotypes or boundaries in the arts (e.g., describe the dance legacy of José Limón as a response to the limitations of visual art)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.

demonstrate responsible, constructive behaviour in interactions with others during the creation and production processes (e.g., work cooperatively to solve problems and resolve conflicts peacefully; show respect for others’ views in open forum discussions about performances or presentations by class members; use the phrase “I saw” in place of “I like”)

identify and carry out the responsibilities of the varied roles they undertake during dance activities (e.g., responsibilities of a choreographer, costume manager, dancer, props or materials manager, rehearsal director, sound technician)

identify and follow safe and ethical practices in dance activities in both classroom and performance settings (e.g., learn and apply procedures for the safe use of equipment in studios, classrooms, and rehearsal and performance spaces; comply with laws, regulations, and customary practices for the protection of choreographic, creative, and intellectual property rights)

The Arts

Creating and Presenting

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

develop interpretations of contemporary and historical sources from diverse cultures to use as the basis for drama (e.g., use narratives, poetry, paintings, photographs, or Internet postings as the basis for a dramatic monologue or dialogue; use interviews with guest artists or stage performers as the basis for a scene about “A day in the life of an actor”; try out different scenarios for dramatizing an event from the past)

select and use appropriate dramatic forms to present themes or ideas about diverse cultures, contexts, and perspectives (e.g., use choral speaking, spoken word, and/or mime to dramatize an Aboriginal or Caribbean folk tale; use tableaux with transitions to dramatize a traditional saying or proverb)

use role play to explore the possibilities of different scenarios, situations, and characters (e.g., use forum theatre to develop scenes for an original presentation; use improvisation to create two different endings for a specific scene)

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

identify distinctive uses of the elements of drama in texts and sources from a range of cultures and incorporate them in their own drama works (e.g., use trickster characters such as Nanabush, coyote, and Anansi from Aboriginal and Caribbean folk tales; observe unity of time and place, as in the drama of ancient Greece)

use a variety of drama conventions to clarify roles, relationships, and themes in individual and ensemble drama works (e.g., use inner and outer circle, overheard conversations, and forum theatre to highlight different characters' views; use caption making or collective drawing to clarify focus)

Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

use a variety of techniques and technologies to communicate ideas to different audiences and for different purposes (e.g., use available sound and light technologies to adapt scenes to appeal to different audiences - young people, seniors, special interest groups; use an opening sound cue to establish the mood and engage the audience in a children's theatre production)

select and use appropriate role development techniques during rehearsal and performance (e.g., techniques such as warm-ups, voice and movement exercises, concentration exercises, improvisation, guided tour)

select and use a variety of technological tools to enhance the expressiveness and impact of drama works (e.g., dim the lighting to signal the approach of danger; use sound effects to suggest a particular type of action or mood)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' drama works and activities

use the critical analysis process before and during drama projects to assign roles appropriately within the group and to monitor the group process (e.g., use journal writing, large-group discussions, one-to-one feedback, think-pair-share, and student-developed criteria to record activities and provide feedback to all group members)

analyse drama works to determine how well they achieve their intended purpose (e.g., express opinions in follow-up discussions about the communicative effectiveness of their own and others' drama works and performances)

identify aesthetic and technical aspects of a variety of drama works, either completed or in progress, suggest reasons for their use, and assess their effectiveness (e.g., in a large-group discussion, debate different options for lighting; write a review of a performance that includes an evaluation of the positioning and movement of the actors)

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

identify different purposes for drama and the forms used to achieve these purposes in diverse communities and cultures from the past and present (e.g., to provide entertainment and escape – musical comedy; to comment on social absurdity or hypocrisy – comedy of manners; to draw attention to problems or promote attitudinal change – issue-based drama; to explore aspects of social status or class – commedia dell’arte)

identify ways in which drama can promote self- and social awareness (e.g., creating and performing can promote self-awareness, self-confidence, and personal growth; role playing can promote social understanding and increase one's capacity for empathy)

identify ways in which drama works can promote social improvement and good citizenship (e.g., by exploring issues and raising questions about the way things are; by modelling positive solutions to problems)

identify and interpret types of drama and specific drama works that portray distinct cultures and traditions (e.g., develop a hypothesis about the reasons for the ritual and symbolism of political or religious ceremonies or the use of masked actors in theatre traditions in different cultures)

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.

describe and assess the role of collaboration in their creative process (e.g., identify aspects of their group creative process that required collaborative as well as individual effort and suggest possible improvements; outline the steps they used to define and allocate roles, establish timelines, and monitor how individuals carried out their responsibilities)

identify problem-solving techniques they have learned through drama activities, and explain how they can be applied in work and other social contexts (e.g., as a group, create a presentation to model for other students how they used respectful discussion and debate to identify and analyse problems, brainstorm possible solutions, choose an acceptable option, monitor progress, and modify plans if necessary)

relate skills and knowledge they have developed through drama to opportunities for employment in the broader educational and arts sectors (e.g., create a scrapbook or portfolio that showcases their set design work; identify cooperative education placements that reflect their particular theatre interests; write a résumé to support an application for an audition; write a review of a community theatre production and post it on the Internet or submit it for publication to a community newspaper)

Foundations

Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components

identify and describe the forms, elements, conventions, and techniques used in a variety of drama styles, and explain their function in their own and others' drama works (e.g., explain the use of non-realistic, stylized movements in Commedia dell'arte, exaggerated movements in melodrama, neutral and/or character masks in mime)

use correct terminology for the forms, elements, conventions, and techniques they learn about through viewing and creating drama works (e.g., improvisational scene work, gesture, voice, in role, motivation, mime, simulation)

demonstrate an understanding of production and promotion roles, practices, and terminology in producing and presenting drama works (e.g., production roles: stage manager, make-up designer, wardrobe manager; promotion and marketing tools and procedures: poster, program, brochure, direct-mail campaign, advertising campaign, press relations strategy)

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies

identify and describe theatre traditions from various cultures and historical periods (e.g., summarize the key characteristics and/or conventions of Thai shadow puppetry, Renaissance drama, commedia dell’arte)

describe ways in which contemporary dramas show the influence of current media (e.g., media settings or personalities provide content and themes for drama; emerging media such as blogs or videos provide new vehicles for drama; media products such as reality television suggest new forms for drama)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

identify and follow safe and ethical practices in all drama activities (e.g., follow safety rules and procedures when performing backstage tasks and operating technical equipment; follow procedures for the environmentally responsible use of materials and energy; make character, scene, and script choices that reflect community standards; acknowledge source material when producing and/or presenting a partial or complete drama work)

demonstrate an understanding of the tasks and responsibilities involved in producing drama works (e.g., show up on time; clarify responsibilities; cooperate to build trust; carry out duties consistently and fully)

observe correct theatre and audience etiquette in classroom drama work and formal performance contexts (e.g., as an audience member: avoid behaviour that could distract performers or other audience members; as a performer: take direction respectfully, respond appropriately to the director's notes, cooperate with the stage manager)

The Arts

Creating and Presenting

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

develop interpretations of drama texts or other sources from a variety of Western and non-Western traditions as a basis for their own drama presentations (e.g., interpretations of narratives by men, women, and children from diverse backgrounds; scenes from Kabuki or Noh theatre; excerpts from Tennessee Williams’s The Glass Menagerie, Marsha Norman’s ’Night Mother, or Dennis Foon’s Skin; scenes from plays by men and women playwrights, including Aboriginal, Asian Canadian/American, or African Canadian/American dramatists)

select and use appropriate drama forms to present a variety of adapted or original drama works (e.g., use a drama anthology to present a famous person’s life story; use a skit with slapstick humour to comment on a recent media event; use puppetry to adapt a children’s book on a social or environmental theme, such as The Lorax [Seuss] or The Great Kapok Tree [Cherry], for a dramatic presentation)

create and interpret a range of characters using a variety of acting approaches (e.g., present a scene in the style of melodrama or commedia dell’arte; use the Laban approach to create an original character)

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

highlight selected elements of drama and subordinate others to achieve specific purposes (e.g., use setting and relationship to illuminate character; use time to explore relationship)

use a variety of drama conventions to establish a distinctive context or role in original or adapted works (e.g., use guided imagery and mapping to visualize settings and relationships; use hot-seating or voices in the head to build a rounded picture of a character)

Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

use a variety of techniques to increase interaction with or participation by the audience (e.g., use forum theatre to involve the whole class in developing a character or exploring a theme; situate some of the action in non-stage areas of the theatre)

use a range of techniques and acting approaches to refine performance during rehearsal (e.g., use vocal, movement, trust, and relaxation exercises to prepare for rehearsal; use hot-seating and writing in role to extend character development during rehearsal)

select and use a variety of technological tools, including forms of new media, to highlight the message and enhance the impact of drama works (e.g., use traditional and digital music and video supports to create lighting and sound effects that enhance a specific mood)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' drama works and activities

use the critical analysis process before and during drama projects to assign roles within the group, monitor the group process, and modify the roles and process as needed (e.g., use brainstorming and group discussion to generate ideas, assign roles, and agree on a process that includes a mechanism for reviewing progress and providing feedback; use journal writing to reflect on progress during rehearsal; create and use a self- or peer-assessment tool based on studentdeveloped criteria)

analyse drama works to determine how they communicate ideas about issues, culture, and society (e.g., compare the different ways in which dramas on the same topic present their themes; compare the presentation of female characters by women playwrights in two different eras)

analyse and evaluate the aesthetic and technical aspects of drama works of diverse genres and styles (e.g., give feedback to peers about the strengths and areas for improvement of their directing decisions and stagecraft choices)

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

analyse different styles of drama and explain their influence on artistic and social conditions in diverse communities and cultures from the past and present (e.g., explain how the emerging style of naturalism in drama enabled Chekhov, Ibsen, or Shaw to address issues of his day, including themes of social change; explain the reasons for Shaw's satirical attack on the well-made play; describe alienation in Brechtian theatre as a reaction to the elevation of theatrical illusion over message; assess the influence of groups such as Dreamrider Theatre and Ubom! Eastern Cape Drama Company in raising awareness of environmental issues)

identify ways in which drama can influence personal growth, relationships with others, and aesthetic judgement (e.g., issue-based and wholegroup drama activities can help develop empathy, self-knowledge, and social and environmental awareness; participation in the creative process can develop skills in applying aesthetic criteria to improve or evaluate a final product)

identify ways in which drama can influence the broader community (e.g., by giving expression to previously unheard voices; by highlighting systemic or emerging social problems)

explain how different types of theatre mirror cultural diversity and local or regional concerns in Canadian and global societies from the past and present (e.g., explain the link between the use of joual in Quebec theatre in the 1970s and the political unrest in the province at that time; after viewing a production or video of Theatre Passe Muraille's Farm Show, explain the reasons for its documentary-style portrayal of people from a small rural community; explain how types or styles of theatre represented by Noh theatre, Famous People Players, Cirque de Soleil, Green Thumb theatre, or De-Ba-Jeh-Mu-Jig theatre reflect aspects of the communities that produced them)

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.

identify the collaborative skills and techniques they used to produce ensemble drama works, and explain how they can be applied in a variety of other contexts (e.g., explain the connection between carrying out an assigned role in staging a drama and contributing to a school committee or "playing their position" in a team sport)

analyse their use of the creative process in drama activities, and explain what they learned from it and how that learning can be applied in work and other social contexts (e.g., how creative thinking might help them solve problems in other school subjects, based on their experience in drama work)

relate the various functions they have performed in drama activities to educational and career opportunities in the broader educational and arts sectors (e.g., describe, in a portfolio, how the skills acquired through involvement in community theatre can be applied elsewhere in the arts; identify postsecondary careers and university and college programs in the field of drama and theatre where they could apply their drama experience and skills)

Foundations

Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components

identify and describe the forms, elements, conventions, and techniques used in a variety of drama styles, and explain how they help achieve specific purposes and effects (e . g . , explain how the use of formal postures and gestures supports the intended effect of drawing-room comedy; descri be how tension is created in scenes by dramatists such as Molière, Henrik I bsen, Thornton Wilder, Lillian Hellman, Carol Bolt, or Michel Trem blay)

use correct terminology for the various components and processes of their own and others' drama works (e . g ., script analysis, character actor, supporting role, dialogue, role on the wall, hot-seating, method acting, classical technique)

demonstrate an understanding of production and promotion roles, practices, and terminology (e . g ., set and costume design and construction processes; technical design and support roles; marketing and pu blicity tools and strategies)

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies

locate, synthesize, and communicate information about scripts, performance spaces, and theatre traditions from different periods and cultures (e . g ., create a comparison chart of conventions used in the staging of Greek, Roman, and medieval theatre; descri be the differences in make-up styles in Noh theatre, Renaissance drama, and other genres; highlight key elements of Eliza bethan and Restoration acting styles)

compare the acting skill sets required by performers in current media to those required in traditional theatre (e . g ., explain how the merits and limitations of television, the Internet, we bcasts, and/or films shape the performances of actors in these media)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

identify and follow safe and ethical practices in all drama activities (e.g., use vocal and physical warm-ups to protect against strain injuries; tape cords to ensure safety; store and handle flats safely; follow instructions and protocols for operating equipment; follow procedures for the environmentally responsible use of materials and energy; honour the dramatist's intentions; obtain performance rights; present and honour a variety of perspectives)

demonstrate an understanding of the tasks and responsibilities involved in producing drama works (e.g., itemize the multiple and interrelated responsibilities and competencies of director, stage manager, costume manager, and writer)

demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama work and formal performance contexts (e.g., as a director: show respect for actors' opinions and approaches; as a performer: accept direction from peer coaches and teachers; respect the fourth wall; as a viewer: maintain a receptive attitude; respond courteously)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming with a partner, think-pair-share, mind maps, graphic organizers) to generate innovative ideas and to develop and refine detailed plans to address an integrated art challenge, individually and/or collaboratively (e.g., the challenge to create a performance piece or installation on a theme related to nature, such as water, fire, birth, or decay)

use the appropriate stages of the creative process to produce and present integrated art works, individually and/or collaboratively, in response to creative challenges, and revise them on the basis of reflection and peer- and self-assessment (e.g., experiment with elements from various arts disciplines; present their work formally and informally to the class at various stages of the creative process, reflect on the insights derived from the audience response, and use valid feedback as well as self-assessment to refine their work)

compile and organize a portfolio that contains representative samples of their integrated art works/productions and illustrates how they have used the creative process in creating these works (e.g., ensure that their portfolio includes evidence of how their work developed through each stage of the creative process)

Elements and Principles: apply elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions

select and apply a combination of elements and principles from multiple arts disciplines when creating and presenting complex integrated art works/productions (e.g., use relationship from dance, timbre and texture from music, and unity and harmony from visual arts to highlight the connections between different life forms on Earth; present an art work that combines interactivity and duration from media arts with time and space from drama and time and energy from dance)

research how artists have modified existing art works to create new art works (e.g., how Tom Stoppard's Rosencrantz and Guildenstern Are Dead draws on characters from Hamlet; how Andy Warhol used photographs in his visual art works; how Akira Kurosawa uses conventions from Kabuki theatre in his films; how Antonin Dvorak used themes from traditional Slavic and American music in his art music), and, using this research as inspiration, modify the elements and/or principles of an existing art work to create a new work whose intent and impact are different from those of the original work

Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity

integrate media/materials, tools, and techniques from more than one arts discipline to create a complex integrated art work/ production that communicates a specific message (e.g., create two public service announcements on the same current social issue but intended for different audiences; create a podcast or other multimedia production on an issue of personal interest)

use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity and/or innovation (e.g., use accompaniment and animation software to create an innovative art work based on an environmental theme; used digitized sound- and videoediting techniques to create an experimental film; use computer-assisted design software and design techniques to create an innovative interior design for an advertising agency)

Presentation and Promotion: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.

apply a variety of current technologies to present integrated art works/productions (e.g., present the class's integrated art works in a virtual gallery; display digitized visual art works on the stage to enhance a music, dance, or drama presentation; present a screen dance that complements a pre-recorded, original digital soundtrack)

use a collaborative approach to plan, design, and produce a year-end group presentation of selected art works, including integrated art works (e.g., select works that demonstrate a sophisticated understanding of the creative process and that represent all the arts disciplines; generate strategies for display/presentation that best suit the individual works and that present the works as a cohesive whole)

demonstrate an understanding of the appropriate standards, conventions, and practices associated with the preparation, promotion, and presentation of art works, including integrated art works/productions, for a variety of purposes (e.g., standards and conventions for the display of various types of visual art works; practices to ensure an appropriate level of interactivity in media art works; standards associated with venues for dance or drama presentations; different standards and practices for formal and informal presentations; practices used to effectively promote an exhibition of integrated art works in the local community)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions

describe their initial reaction to works from a variety of arts disciplines, and explain the reasons for their reaction (e.g., aspects of the work and their personal experience or values that contributed to their reaction)

identify and describe the elements and principles used to create integrated art works, and analyse the methods used to combine these elements and principles into unified art works (e.g., write a review of an installation, including a description of how the artist combined elements from various arts disciplines; create a mind map of the artistic elements in a music video by contemporary First Nation, Métis, or Inuit musicians, and analyse how these elements have been combined into a cohesive whole)

interpret a variety of art works using the critical analysis process, and reflect on and explain how their interpretation of specific art works has changed over the course of this process (e.g., the difference between their initial reaction and more informed interpretation; the roles of research and reflection in their ongoing critical assessment)

communicate their critical judgement of a variety of their own art works and the works of others, and explain the relationship between this stage of the critical analysis process and the creative process (e.g., why a work is or is not effective; what they would change in a work, and why; how evaluating the effectiveness of others' art works contributes to their ability to assess their own works at different stages of the creative process)

The Function of the Arts in Society: explain and assess the functions and impact of the arts in past and present societies

explain various functions of the arts in society, with reference to both past and present societies (e.g., prepare an integrated arts presentation to explain the function of the arts with respect to ritual, entertainment, education, or cultural expression; report on the functions of art in Aboriginal societies; compare the functions of the arts in ancient and contemporary societies)

assess, on the basis of research, the ability of the arts to inform and instruct and to contribute to social change (e.g., the impact of works intended to manipulate, didactic works, propaganda, works of social or political protest; the influence of artists such as Augusto Boal, Bertold Brecht, Miriam Makeba, Alanis Obomsawin, Pablo Picasso, John Heartfield, Bruce Mau; the impact of contemporary podcasts or random access web videos on politics or cultural issues)

The Arts and Personal Development: demonstrate an understanding of the interrelationship between the arts and personal development, including their own personal development

analyse how creating, presenting, and analysing a variety of art works has affected their personal values and their understanding of the values of their community and culture and those of other cultures (e.g., how using the newspaper as a source of ideas for an art work contributed to their understanding of the importance of an issue in their community; how analysing art works from around the globe on the Internet has contributed to their understanding of and appreciation for other cultures; how their understanding of issues of importance to other cultures has affected their own values)

analyse, on the basis of research, the impact of a range of factors on the development of artists from various arts disciplines (e.g., the impact of mental health issues on the work of Vincent van Gogh or of physical disability on the work of Chuck Close or Evelyn Glennie; the impact of changing technologies on the work of Michael Snow; the influence of Aboriginal culture on the work of Santee Smith; the impact of gender roles on various women artists), and describe factors that have contributed to their own development as an artist

Connections Beyond the Classroom: demonstrate an understanding of and apply the types of skills developed through creating, presenting, and analysing art works, including integrated art works/ productions, and describe various opportunities to pursue artistic endeavours outside the classroom.

demonstrate an understanding of, and apply both inside and outside the arts classroom, skills, character traits, and work habits that are developed though the processes of creating, analysing, presenting, and promoting collaborative and independent art works, including integrated art works/productions (e.g., create a word wall of character traits useful in integrated arts; in small groups, demonstrate leadership skills related to task planning, organizing, and delegating; demonstrate effective oral communication skills; compare the skills required to produce, present, or analyse work in integrated arts and those required in other classes or extracurricular activities; demonstrate skills included in the Ontario Skills Passport or among the Human Resources and Skills Development Canada [HRSDC] essential skills)

describe, on the basis of research, arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., reflect on their interests, conduct personal skills inventories, and research employment opportunities that reflect their interests and skills; explore college and university arts programs and arts-related apprenticeships; compile a list of arts organizations in their community and the types of career opportunities available with them)

describe, on the basis of research, opportunities for continuing engagement in artistic and cultural endeavours beyond the classroom (e.g., student subscription packages for local dance troupes, theatre groups, music ensembles; local artist talks or art gallery tours; opportunities for involvement in arts advocacy, either with a local group or nationally/internationally through the Internet; volunteer opportunities with local festivals)

Foundations

Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other concepts related to various arts disciplines

use, appropriately and correctly, terminology related to elements, principles, and other key concepts from all the arts disciplines when creating, analysing, or presenting various types of art works (e.g., use terminology correctly when using technology to create a melodic phrase to complement a visual art work or series of dance movements, when creating an art installation, when analysing a sculpture, when staging a play; design a "terminology bingo" game using a wide range of terms describing the elements and prin - ciples related to all the arts)

demonstrate an understanding of elements, principles, and other key concepts associated with all the arts disciplines, and identify those that are common to more than one discipline (e.g., in small groups, generate a list of concepts from all arts disciplines for a word wall; create a Venn diagram to determine common concepts; explain terms such as line, point of view, time, balance, interactivity, and variety with reference to specific arts disciplines)

analyse similarities and differences in approaches to the creative process in various arts disciplines (e.g., how a musician, a choreographer, and a sculptor might approach the planning/ incubation stage; how a visual artist and a musician might experiment with the elements of their art; how a dramatist and a media artist might present their work; how the revision process differs across the various arts disciplines)

Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures from around the globe and of past and present influences on works from various arts disciplines

demonstrate an understanding of symbols used in a variety of past and present art works from various cultures from around the world (e.g., research and report on the significance of symbols associated with ancient Egyptian or Roman statuary; First Nation, Métis, and Inuit pictographs; Balinese dance; Celtic ballads; commercial icons)

research, reflect on, and explain how common themes (e.g., love, war, heroism, death, joy, work, nature) are addressed in a variety of past and present art works from various cultures

demonstrate an understanding of how past and present social, economic, and/or political factors have affected artistic form and content (e.g., how political factors influenced the content of propaganda films from World War II; how social, economic, and political factors affected the visual arts, music, drama, and/or dance of the Renaissance; how environmental issues have influenced various contemporary artists; how industrialization resulted in new artistic forms and technologies)

Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, experiencing, and promoting art works.

demonstrate an understanding of and apply conventions associated with the experiencing of various types of art works (e.g., the etiquette associated with dance and drama, interactive media art, various types of concerts, museums/galleries)

demonstrate an understanding of safe and conscientious work practices associated with various arts disciplines, and apply these practices when engaged in the creative process (e.g., demonstrate familiarity with Workplace Hazardous Materials Information System [WHMIS] guidelines; show respect for the work of other students; apply safe practices when working with various tools and materials; use group discussion and consensus to determine effective rules and expectations in the integrated arts classroom)

demonstrate an understanding of ethical and legal practices related to the various arts disciplines, and apply these practices when creating, presenting, or promoting art works, including integrated art works/productions (e.g., use media from Creative Commons; obtain permission to sample songs or use stock photography; acknowledge their sources when borrowing from the work of other artists; show respect and sensitivity when appropriating from other cultures)

describe environmental issues associated with the arts, and apply environmentally responsible practices when creating, presenting, and promoting art works, including integrated art works/productions (e.g., safely and appropriately dispose of paint containers, toner cartridges, and other arts supplies; recycle batteries; use the Environment Canada website as a source for an integrated arts project on the four R's [reduce, reuse, recycle, and recover]; reduce the use of paper by promoting a performance or art exhibition through the Internet)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create media art works, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming, concept webs, mind maps, group discussions, research using sources such as case studies) to investigate creative challenges and generate innovative ideas, individually and/or collaboratively, for addressing them (e.g., the challenge of creating a video art work on cyberbullying)

develop plans, individually and/or collaboratively, that address a variety of creative challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes, scripts, choreographic notes, and/or blocking notes to help develop their plans), and assess and revise their plans on the basis of feedback and reflection

produce and refine media art works, using research, exploration, input, and reflection (e.g., research audio/visual codes and alternative media; explore new media tools, practise a range of techniques, and reflect on which tools and techniques would be appropriate for their art work; reflect on feedback from their teacher, peers, and others, and modify their preliminary work as appropriate on the basis of this feedback)

exhibit or perform media art works, individually and/or collaboratively, using methods that are highly appropriate for the work (e.g., present a performance art work with sound effects or music that enhances their message; post their digital work on the Internet; play the class a DVD of their animation; present their work in an actual or virtual gallery)

use an appropriate tracking tool (e.g., a sketchbook, a journal, storyboards, a checklist, production notes, a "making-of" video) to produce a detailed record of their application of the creative process, and use this record to determine, through reflection, how effectively they applied this process

The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts)

analyse how media artists use the principle of hybridization, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., combine still photographs and the techniques of cut paper animation to create a digital animation in the style of Allison Hrabluik)

analyse how media artists use the principle of interactivity, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., use projected images and/or text to create an installation and live performance in the style of Rafael Lozano-Hemmer or of Janet Cardiff and George Bures Miller's The Paradise Institute)

analyse how media artists use the principle of duration, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., analyse how video artists such as Shandi Mitchell or multidisciplinary artists such as Thom Sokoloski combine elements using the principle of duration; design a multimedia performance with time-lapse effects; use digital video editing and other techniques to make time "fly")

analyse how media artists use the principle of point of view, and apply that principle in the design and production of media art works that explore elements from contributing arts (e.g., analyse the animated short Ryan by Chris Landreth and the related documentary Alter Ego by Laurence Green with reference to their approach to conveying physical and conceptual points of view; create an art work to express a conceptual point of view on a cultural, political, or social theme; present physical points of view by creating a series of still images that approach the same subject matter from a variety of positions [bird's eye, worm's eye, eye level, panoramic, internal, microscopic])

Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

explore a wide range of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works (e.g., explore advanced digital imaging, digital video, and digital audio; experiment with multimedia, performance, and installation art; create web-based art, using software from the OSAPAC database where possible)

create and present media art works that are appropriate for specific audiences and venues (e.g., an audience of elementary students; a venue such as a theatre stage, a gallery, an outdoor site), using various technologies, tools, and techniques (e.g., projection, broadcast, the Internet, computer monitors)

communicate their purpose and artistic intention when creating and presenting media art works, using a variety of approaches, tools, technologies, and techniques (e.g., create a video-based installation that uses dramatic images to encourage the audience to consider social issues related to Aboriginal rights or environmental protection)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works

analyse, through examination and reflection, their initial response to media art works, using various strategies and modes of communication (e.g., describe their initial reaction to a classmate's media art work in an inside-outside circle or using a sticky-note parking lot; use an electronic chart to record their analysis of how specific elements of the art work affected their initial reaction)

use the critical analysis process to deconstruct, interpret, and assess media art works created by recognized artists, and record and organize their findings using a variety of tools and formats (e.g., identify the individual components of the work and analyse how the artist combines them to communicate a message or convey meaning; assess the effectiveness of the artist’s use of technology and tools as well as principles and elements from contributing art forms; analyse ways in which the artist has used his or her cultural background as inspiration; interpret the work to determine its intent; assess how effectively the artist addresses a social issue or communicates artistic intent; analyse the use of large-scale projection in Bill Viola’s work The Crossing)

analyse how each stage of the critical analysis process contributes to their comprehension of media art works, and communicate their findings (e.g., review their records [notes, blogs, video journals, digital recordings] to determine their understanding of a media art work during each stage of the critical analysis process)

use the appropriate components of the critical analysis process to assess and enhance their own creative process, including their planning, production, and presentation decisions, and to interpret audience responses to their media art work (e.g., use feedback from the critical analysis process when making creative decisions about the most appropriate modes of presentation, effective technologies, the time and place for an exhibition, and/or the level of interactivity of their art work; critically analyse the work of recognized media artists to inspire them and expand their creative potential, to help them refine their design plan, or to discover new technologies or new ways of working with familiar technologies)

Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values

identify and analyse ways in which media art works express the personal identities of artists (e.g., works by the General Idea collective; Joane Cardinal-Schubert’s The Lesson; music videos by Red Power Squad or Youssou N’Dour)

analyse the ability of media art works to express historical or contemporary cultural identities (e.g., Alanis Obomsawin's Kanehsatake: 270 Years of Resistance; Nina Levitt's Thin Air), and explain how obstacles can limit that ability (e.g., the limited representation on the Internet of media artists from some regions of the world)

analyse the ability of historical or contemporary media art works to influence community or societal values (e.g., the impact of propaganda art, such as that of the Chinese Cultural Revolution; the impact of the documentary The Final Inch; the influence of contemporary advertising)

analyse, on the basis of reflection, and document how creating and presenting media art works has affected their personal values and their understanding of their culture and community (e.g., how presenting media art works to a variety of local audiences has influenced their perspective on issues and broadened their understanding of their community)

analyse how the process of critically analysing media art works has affected their perception and understanding of different communities, cultures, ideologies, and/or social groups (e.g., how analysing media art work posted on video blogs has expanded their knowledge or changed their perception of people who are from different cultures or who advocate different ideologies)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills that are transferable beyond the media arts classroom.

identify areas of postsecondary study that are related to media arts and that reflect their personal skills and interests, describe the requirements for each area, and create and maintain a portfolio that could be used when applying to programs in these areas (e.g., reflect on their interests and skills to determine the most appropriate areas of study; create a portfolio that includes a formal artist statement, samples of completed works, a skill inventory, and a résumé)

analyse skills connected with design, production, distribution, or management processes in media arts (e.g., skills needed for image manipulation, digital video editing, sound editing, multimedia authoring; skills related to leadership, innovation, teamwork), and explain how these skills can be applied in a range of careers related to media arts (e.g., animation, commercial photography, filmmaking, graphic design, journalism, photojournalism)

describe skills and understandings acquired through the creative and critical analysis processes in the media arts (e . g ., technical, analytical, and communication skills; visual and aural discrimination skills; a more sophisticated understanding of a variety of ethno-cultural groups and of the need to respect the opinions and values of others), and explain in detail how they can be applied in a range of areas in everyday life (e . g ., to trou bleshoot an installation for a local gallery; to develop multimedia presentations for family events; to analyse magazine articles or documentaries that are used to promote a particular view point or manipulate an audience)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts

describe the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works (e.g., create a media art work to illustrate stereotypes, symbols, styles, icons, structures, and recipes used in media arts)

describe, on the basis of research, a variety of elements from contributing arts that can be used in media art works, and explain how these elements can be applied through the principles of media arts (e.g., how elements from drama and visual arts can be organized using the principle of point of view in a multimedia art work)

explain terminology associated with the technologies, tools, and techniques used in the production and presentation of media art works, and use this terminology correctly and appropriately when producing, presenting, and analysing media art works (e.g., explain to an audience of their peers the technologies and tools they used to produce their art work)

Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts

analyse the connections between a contemporary media art work and related historical art works (e.g., how the multimedia work of Shilpa Gupta relates to William Hogarth's Rake's Progress)

explain, on the basis of research, the history and development of various media technologies and/or items that are dependent on these technologies (e.g., the influence of Japanese "pillow books" on the development of weblogs; the origins of web pages, interactive CD-ROMs, interactive games, digital imaging, digital audio, digital video, multimedia installation, interactive media)

describe, with reference to individual artists and their works, culturally specific methods used by contemporary media artists to engage their audiences (e.g., using familiar symbols or stereotypes in new and unexpected ways; integrating everyday objects into their work, as in Ruth Kedar�s Playing Cards)

Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

describe and apply healthy, safe, and conscientious work practices when producing, presenting, or promoting media art works (e.g., develop studio safety checklists and conduct studio safety tests; apply appropriate practices, including using personal protective equipment, when working with sound, chemicals, hazardous equipment)

explain ethical and legal issues associated with media arts, particularly with respect to social justice and equity issues (e.g., issues of access, inclusion, cultural appropriation), and use ethical and legal practices when creating, presenting, or promoting media art works Teacher prompt: "What factors should you consider when representing or documenting individuals or social/cultural groups or when exploring sensitive issues?"

identify and apply responsible environmental practices associated with the media arts workplace (e.g., dispose of chemicals, batteries, and obsolete hardware in environmentally safe ways; use energy conservation practices; use recycled or recyclable material where possible)

identify a range of positive character traits associated with media arts production, and exhibit these traits in both their independent work and their interactions with others (e.g., show respect for their own work and the work of others and for their tools and work spaces; demonstrate sensitivity towards their subjects; show responsibility by completing tasks and meeting deadlines; demonstrate encouragement and support for team members)

demonstrate an understanding of and apply conventions associated with the presenting and experiencing of media art works, and challenge these conventions in creative ways to extend the audience's experiencing of art works (e.g., exhibit appropriate behaviour in galleries and other locations; challenge audience etiquette or adapt viewing/listening conventions as part of their media art work)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create media art works, individually and/or collaboratively

use a variety of strategies (e.g., a placemat or jigsaw exercise; brainstorming; sketches; a checklist; a concept web or mind map; research) to generate and explore ideas, individually and collaboratively, for solutions to creative challenges (e.g., creating a media art work on the signs of or issues relating to climate change in their community or on a cultural theme)

develop plans, individually and/or collaboratively, that address a range of creative challenges (e.g., use outlines, scripts, diagrams, rough copies, templates, thumbnail sketches, storyboards, and/or production notes to help develop their plans; outline the steps in the creative process that they plan to apply), and revise their plans on the basis of self-assessment and the input of others

produce and refine media art works, using experimentation, input, and reflection (e.g., use their plan and outline to guide experimentation; use rating charts, self-assessment rubrics, simulations, journals, class critiques, and/or discussion boards to gather feedback and reflect on their preliminary work; refine their art work on the basis of peer input and self-assessment)

exhibit or perform media art works, individually and/or collaboratively, using a variety of methods that are appropriate for their work (e.g., a classroom exhibition showcasing a variety of works on a social issue; an outdoor installation based on an environmental theme; a podcast on the significance of storytelling in First Nation, Métis, and/or Inuit cultures)

use a variety of tracking tools (e.g., sketchbooks, process journals, digital collections of images and sounds) to document in a detailed way their use of the creative process, and use this record as a basis for reflection on the effectiveness of their procedures

The Principles of Media Arts: design and produce media art works, applying principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts)

communicate an understanding of the four principles of media arts, and apply one of them to reinterpret an existing art work (e.g., reinterpret South African photographer Santu Mofokeng's Concert at Sevenfontein using the principle of duration)

design and produce original media art works by combining two or more of the principles of media arts to organize a variety of elements from the contributing arts (e.g., use the principles of interactivity and duration to design and produce an environment that integrates a variety of elements in the style of Janet Cardiff's Whispering Room)

Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

explore a variety of traditional and emerging technologies, tools, and techniques, and use them to produce effective media art works (e.g., use digital still or video cameras and image- or video-editing software; use available OSAPAC software; use 3D animation software to construct a virtual zoetrope or create a digital media art work; edit an existing sound file using MP3 sound-encoding software; use a digital recording device to store sounds for a soundscape based on an environmental theme)

use appropriate technology, tools, and techniques to create and present media art works that are appropriate for specific audiences (e.g., use techniques from manga art in making an animation for Grade 9 students; create an installation within the school that uses a variety of techniques to convey the meaning of a holiday connected to their cultural heritage)

communicate a personal message or an opinion on an issue of personal concern by creating and presenting media art works using a variety of techniques, tools, and/or technologies (e.g., an animated short to express their personal point of view on issues related to smoking; a series of ads for public spaces on reducing the size of our ecological footprint, using techniques similar to those of Adbusters)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, assessing, and reflecting on media art works

identify and explain their initial responses to media art works (e.g., Sara Diamond's web-based work CodeZebra), using various strategies and modes of communication (e.g., a small-group or class discussion, a think-pair-share or jigsaw strategy, a blog, a journal, a sketchbook)

identify and explain their initial responses to media art works (e.g., Sara Diamond's web-based work CodeZebra), using various strategies and modes of communication (e.g., a small-group or class discussion, a think-pair-share or jigsaw strategy, a blog, a journal, a sketchbook)

use the critical analysis process to evaluate the effectiveness of media art works (e.g., determine the intended effect of the work and assess whether that intent has been realized), and explain how their evaluation has evolved throughout the critical analysis process

explain how applying the critical analysis process affects their use of the creative process when they are creating media art works (e.g., how the critical analysis process has informed their decision to use a particular technique, medium, element, or principle) and how it contributes to their understanding of the creative process in the work of other artists

Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values

identify and explain ways in which media art works reflect artists' personal identities (e.g., artists' values, beliefs, sexual orientation, learning challenges, socio-economic status)

explain ways in which media art works reflect cultural identity (e.g., works in the ImagiNATIVE Film and Media Arts Festival; the work of Jenny Fraser)

identify and explain ways in which media art works can influence community or societal values (e.g., explore a range of advertisements on television, in public spaces, and in print media, and explain how they influence the immediate community and society at large; explore the effects of community-based broadcasting on the maintaining of cultural identity in Aboriginal communities)

4 explain, using a variety of formats (e.g., a digital collage with voice-over, an audio recording, a reflection journal), how creating and presenting media art works has affected their personal values and their understanding of their culture and community (e.g., how creating a documentary that expressed their impressions of their school culture has increased their understanding of the diversity of the student population)

explain how the process of critically analysing media art works has affected their understanding of the values of other cultures and communities (e.g., how analysing the approach and message of, and tools used in, a work by a media artist from outside their own community/culture has expanded their understanding of another culture)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in media arts and how they can be used outside the media arts classroom.

identify and describe, on the basis of research, areas for continued study in media arts and related fields, and describe their requirements (e.g., requirements for and content of media arts and contributing arts courses; opportunities for experiential learning)

identify skills associated with media arts (e.g., planning and organizational skills; skills in using web-creation software or 2D and 3D animation software; skills related to digital imaging, digital sound recording, video editing), and explain how these skills can be applied in a range of careers related to media arts (e.g., e-learning designer, graphic artist, storyboard artist)

identify and describe skills and understandings acquired through the creative and critical analysis processes in the media arts (e.g., organizational, planning, decision-making, interpersonal, and interpretation skills; more sophisticated understanding of social and environmental issues and anti-discriminatory practices), and explain how they can be applied in everyday life (e.g., to mediate a conflict; to analyse a music video or an advertisement and to assess its effect on their behaviour or purchasing decisions)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts

describe the stages of the creative and critical analysis processes with reference to media art works, and explain and correctly use terminology related to the conventions and concepts of media arts when creating or analysing media art works (e.g., use a graphic organizer to explain some of the stereotypes, symbols, styles, icons, structures, and/or recipes used in modern media)

identify and describe a variety of elements from contributing arts that are used in media art works (e.g., line and texture from visual arts, pitch and timbre from music, space and energy from dance, tension and relationship from drama), and describe how these elements can be organized using one of the principles of media arts (e.g., how elements from music and visual art can be organized using the principle of hybridization)

explain terminology associated with the technologies, tools, and techniques used in the production and presentation of media art works (e.g., audio mixing, camera angles, choreography, layering, light board, microphone, sound board, sound effects, transitions, zoom), and use this terminology correctly when producing and presenting media art works

Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts;

identify, through exploration, and explain (e.g., in written critiques or presentations; using comparison charts, illustrations, or diagrams) connections between a contemporary media art work and related historical art works (e.g., the large-scale digital photographs of Chris Jordan and traditional still life paintings)

demonstrate an understanding of the history and development of a media arts tool, medium, or technology (e.g., create a video tracing the technological development of 2D animation from Eadweard Muybridge to the present; create a diagram tracing the history of audio technology; research and report on the history of performance media art)

explain how sociocultural trends have contributed to the development of media arts (e.g., how the widespread use of technologies such as cellphones, MP3 players, or LED lights have led to new ways of creating and presenting media art works; how human rights movements have influenced the message, media, or modes of presentation in media arts)

Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

identify and apply healthy, safe, and conscientious work practices when performing tasks related to media arts production (e.g., use safe practices when setting up for a video shoot, using and storing chemicals, packing up equipment, or setting up microphones; apply ergonomic principles in their studio environment; back up electronic files using a reliable system)

explain key ethical and legal practices associated with media arts, particularly with respect to copyright laws, and apply these practices when creating media art works (e.g., obtain permission to sample photographs; use authorized sources when appropriating streaming video; show respect for cultural differences)

identify and apply responsible environmental practices associated with the media arts workplace (e.g., reuse and recycle materials when possible; dispose of chemicals and batteries in environmentally safe ways; use energy conservation practices)

identify positive character traits associated with media arts production (e.g., use a thinkpair-share strategy to develop a storyboard for an animation based on positive traits; develop and maintain a work journal focusing on traits that contributed to successful interactions with others), and exhibit these traits in both their independent work and their interactions with others

identify and appropriately apply conventions associated with the experiencing of media art works (e.g., follow the policies of the presentation space with respect to noise, interaction with the works, and access to and movement within the space; respond in an appropriate way [silently, vocally, with clapping throughout or just at the end of a presentation], depending on the type of presentation; offer constructive criticism and meaningful praise)

The Arts

Creating and Presenting

The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music

apply the creative process when performing notated and/or improvised music (e.g., explore and reflect on subtleties of balance and blend in the selection they are playing or singing; refine their performance of a baroque selection by adding ornamentation; evaluate the success of innovation and experimentation through self-assessment and by reflecting on input from teachers and peers)

apply the creative process when composing and/or arranging music (e.g., make an initial plan with respect to the form of their composition; experiment with different rhythms and articulation; demonstrate innovation in their choice of instruments in their arrangement, such as arranging a chorale or hymn melody for brasses; revise and refine their work in response to self-assessment and peer and teacher input; present their revised work to the class or the whole school)

The Elements of Music: apply the elements of music when performing notated and improvised music and composing and/or arranging music

apply the elements of music and related concepts appropriately and effectively when interpreting and performing notated music (e.g., demonstrate skills in phrasing, intonation, dynamics, tempi, rhythm, balance, and blend in repertoire and supporting exercises; play or sing with correct articulation increasingly complex melodic and harmonic patterns; provide shape to reflect the character of a melody; play or sing with tone colour appropriate to the style of music being performed)

manipulate the elements of music and related concepts appropriately and effectively when improvising melodies in a variety of musical forms (e.g., when improvising four-bar diatonic melodies over appropriate accompaniment; when using forms such as rondo, call and response, theme and variations; when adding ornamentation to a melody to create variety in repeating passages; when improvising musical patterns using modes and scales from non-Western music)

apply the elements of music and related concepts appropriately and effectively when composing and/or arranging music in a variety of forms (e.g., when creating rhythmic or melodic compositions in forms such as rondo or theme and variations; when creating melodies using a variety of modal scales; when composing a short work for brass ensemble and djembe)

Techniques and Technologies: use a variety of techniques and technological tools when performing music and composing and/or arranging music.

demonstrate technical skills when performing increasingly complex notated and/or improvised music (e.g., perform notated music with accuracy and fluency; sight-read unfamiliar music with accuracy; perform complex studies and exercises to support repertoire; perform passages from technical exercises and repertoire demonstrating varying tempi; perform improvised music with fluency and appropriate expression)

apply compositional techniques when composing and/or arranging music (e.g., create and/or arrange homophonic compositions in four or more parts, using technology where appropriate; include aleatoric aspects in a composition for a vocal performance or performance on their instrument; use simple polyphonic techniques to compose a short work for a small group; use vocables and strophes when composing a vocal composition in the style of a First Nation song; use techniques associated with raga and tala to compose a short work in an East Indian tradition)

use a variety of current technologies in various applications related to music, including composing, arranging, performing, and/or recording music (e.g., use accompaniment software to accompany their solo performance; make a digital recording of a personal performance and distribute it using available technology; use a computer and appropriate software to record and edit a performance by a class ensemble; use a notation program when composing music or to arrange a composition to be played by the class; produce music using a loop-based mixing program)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

deconstruct the elements and other components in musical works through score study and purposeful listening (e.g., identify the individual elements of music in their performance repertoire and/or in aural selections, interpret their function, and analyse how the composer has manipulated them to create specific effects; analyse the form and effect of the first movement of a classical symphony, with reference to the repetition and variation of specific elements of music; identify and analyse the use of elements in improvised music)

listen in a purposeful way to selections from a wide variety of musical styles and genres, and analyse and reflect on their responses to and interpretation of them (e.g., describe their personal preferences in music styles, with reference to characteristics and components of specific selections; analyse changes in their response to a selection from the baroque period, from initial reaction through reflection and ongoing interpretation; explain their interpretation of a selection from the traditional music of an Asian culture; describe their response to the original version of a classic blues recording and later covers of the same song, and explain the reasons for their response)

analyse, and assess the effectiveness of, music from a variety of styles and genres and in various performance modes (e.g., analyse the success or lack of success of the composer of an impressionist selection in achieving his or her artistic goal; explain how the aesthetic success of an improvised selection is related to the effectiveness of its manipulation of the musical elements; assess a performance by a professional musician who plays the same instrument or has the same voice type they do, and reflect on how it may influence their own performance)

gather information from reliable sources on the background of music and musicians, audience responses, and music criticism, and analyse and reflect on the information to enhance their critical judgements and ongoing interpretations of music (e.g., compare and contrast a variety of concert reviews of "new music", including both positive and negative reviews; use contemporary reviews to identify the critical response to the premiere of a work by a historical musical figure, compare it to the present-day reception of that work, and conduct research into the historical context to determine reasons for the difference in the responses; reflect on responses from audience members and media critics, and apply the information to make improvements in their own performances)

Music and Society: demonstrate an understanding of social and cultural influences on and effects of traditional, commercial, and art music

analyse ways in which traditional, commercial, and art music are a response to and reflection of the community or culture in which they were created (e.g., describe socio-economic influences on the chamber works of a specific period in Western music; compare traditional music of selected African cultures and spirituals of the antebellum American South, and give reasons for the similarities and differences; analyse the influences that technology has had on traditional music over the past half century; analyse how songs have drawn attention to various social causes or historical events)

analyse the impact that significant individuals or groups from a variety of cultures (e.g., African Guitar Summit, Joan Baez, Nadia Boulanger, Ry Cooder, Ella Fitzgerald, Peter Gabriel, Antonio Carlos Jobim, Ladysmith Black Mambazo, Clara Schumann) have had on traditional, commercial, and/or art music Teacher prompts: “How did J. S. Bach’s work influence composers from the baroque period and beyond?” “What impact did Helen Creighton have on traditional music in Canada?” B2.3 analyse the interrelationships between traditional, commercial, and art music (e.g., the influence of traditional and commercial music on the art music of George Gershwin; the use by pop songwriters from a variety of cultures of themes or melodies from art music; the integration of traditional blues riffs in rock ’n’ roll; the impact of globalization on music)

Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development

analyse the impact of the study of music on their personal growth (including the development of their values), their expressive capabilities, their awareness of social issues, and their understanding of other cultures (e.g., their respect for the opinions, preferences, and creative abilities of others; their awareness of social issues addressed in protest music; their ability to express a range of emotions creatively; their understanding of and appreciation for the richness of different cultures)

assess their musical skills and knowledge, and develop and implement a plan to ensure continued improvement (e.g., use technology to record and review their studio and public performances, and assess those performances; identify areas for both aesthetic and technical improvement; develop and reflect on a creative or performance portfolio that exemplifies their output as a musician and demonstrates ongoing improvement)

demonstrate the interpersonal skills, work habits, attitudes, and qualities that are essential to the effective functioning of a musical ensemble (e.g., personal responsibility and respect for others in performance and creative work, the ability to lead sectional rehearsals, the ability to balance the needs of the group with the needs of individual musicians)

Connections Beyond the Classroom: analyse opportunities and requirements for continued engagement in music.

assess their interests, skills, and knowledge in relation to a variety of music-related careers (e.g., create a reverse plan, from a music career they would like to pursue to their prospective educational pathway; summarize their skills, interests, and experience in a résumé that could be used to apply for work in a recording studio, music store, or musical theatre production; determine the skills and educational requirements of a range of jobs generated by the musical entertainment industry)

analyse the requirements for postsecondary study of music with respect to education and musical proficiency, and assess what they need to do to meet those requirements (e.g., research university and college programs in music or music-related areas, and identify academic requirements for entry into these programs; assess their performance or creative proficiencies with respect to audition or portfolio requirements for application to postsecondary programs)

analyse opportunities for, and explain the benefits of, continuing involvement in music and other arts, including opportunities associated with private or public arts organizations (e.g., assess the funding support that is available through organizations that support the arts, and write a funding application to one of them; research possibilities for involvement in an ensemble, show, production, or other opportunity within the school or the community; analyse how community music events help keep the arts vibrant in their community/region)

Foundations

Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

extend their understanding of the elements and other components of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements (e.g., describe in detail elements of music as they relate to course repertoire and a broad range of aural examples; describe, recognize, and perform major, melodic and harmonic minor, whole tone, chromatic, and various blues scales; identify simple and compound intervals, as well as major, minor, and diminished triads; describe and demonstrate dominant, diminished, major, and minor seventh chords; describe and demonstrate cadences, including perfect, imperfect, and plagal; recognize various forms and aspects of form, such as strophic form, sonata form, refrain, motif, bridge, oratorio, vocables in Native American songs)

demonstrate an understanding of, and use correct terminology related to, the concepts of notation in a variety of activities (e.g., demonstrate an understanding of notational format and conventions involved in scoring for various small ensembles; use correct notation when arranging or transposing an existing polyphonic work of at least three parts/voices for a small ensemble; identify and notate sound layering in various voicings; use graphic notation to reflect environmental source material in a soundscape)

accurately reproduce, notate, or identify melodic, harmonic, and/or rhythmic examples (e.g., reproduce, aurally identify, and notate intervals from unison to an octave, including major, minor, diminished, and augmented intervals; notate melodies from four to eight measures in length; reproduce rhythm patterns and phrases related to their performance repertoire)

Characteristics and Development of Musical Forms: demonstrate an understanding of the development, function, and characteristics of various forms of music

demonstrate an understanding of the development and function and/or theme of various musical forms and conventions (e.g., outline the part of the Catholic mass that best illustrates the use of cantus firmus; explain the use of overtures in opera and musical theatre; trace the development of instruments over time; create a CD of musical excerpts to illustrate the evolution of the concerto form)

analyse, on the basis of research, and report on the characteristics of and ideas in traditional and contemporary music, including Aboriginal music, from Canada and around the world (e.g., analyse shared characteristics of West African and Cuban music; research and report on connections between music and nature; interview a First Nation musician and share his or her experiences and perspectives with their peers)

Conventions and Responsible Practices: demonstrate an understanding of conventions and respon sible practices relating to music.

explain the importance of and demonstrate safe and healthy practices associated with practising, performing, and listening to music (e.g., ergonomic considerations associated with playing various instruments and using computers; connections between respiratory health and the rehearsal environment; safe sound levels in rehearsal and performance settings and when listening to recorded music)

explain and demonstrate conventions associated with various type of musical performance and production, from the perspective of a performer and an audience member (e.g., explain the differences in acceptable audience behaviour at the symphony, a jazz concert, a musical theatre production, and an outdoor rock event; demonstrate proper etiquette when performing solo or as part of an ensemble; prepare program notes for a musical theatre production or a classical concert)

demonstrate an understanding of ethical and legal practices with reference to both consumers and producers of music, with particular emphasis on copyright issues (e.g., stage a mock trial in which they explain their rights as a performer, creator, and consumer of music; participate in a four-corner debate on issues related to downloading copyrighted music files)

The Arts

Creating and Presenting

The Creative Process: apply the stages of the creative process when performing music, composing and/or arranging music, and creating a musical production

apply the creative process when performing music and composing and/or arranging music (e.g., generate ideas for a musical composition based on a video game; experiment with various natural and instrumental sounds when arranging music for their ensemble; explore and reflect on different arrangements of the same work; revise aspects of their performance based on feedback from peers)

apply the creative process when creating a musical production (e.g., when planning, revising, and presenting a concert with your ensemble; when planning for, producing, and editing a recording of a small ensemble)

The Elements of Music: apply elements of music when performing music and composing and/or arranging music

apply the elements of music and related concepts appropriately when interpreting and performing notated music (e.g., reproduce accurately, by clapping, playing, or singing, rhythms that are similar to those in the music they are studying; play or sing repertoire with accurate pitch and intonation; play or sing repertoire with correct dynamics and articulation; perform in an ensemble setting with uniform tonal blend and balanced dynamic intensity)

apply the elements of music and related concepts appropriately when composing and/or arranging music (e.g., apply elements such as pitch [melody], timbre, and texture in their composition in a way similar to that in the popular music they are studying; use guitar tablature to notate pitches in a solo composition; arrange pieces of music in simple, binary, and free forms)

Techniques and Technologies: use a variety of techniques and technological tools when engaged in musical creation, production, and/or performance.

demonstrate technical skill when performing music and/or creating a musical production (e.g., accurately and proficiently perform scales, patterns, or technical exercises in support of repertoire; demonstrate technical skills when recording their performances or those of their classmates or using a loop-based composition program to mix audio)

use compositional techniques and available technology when composing and/or arranging music (e.g., compose a soundtrack in ABA form for a scene in a play, using a loop-based mixing program; use computer software to produce a rhythm section accompaniment for an instrumental or vocal solo)

use current technology to create a record of their own or their peers' performance and/or production (e.g., collect examples of their best work in digital format and create a performance archive; create and publish digital video of their group's best performances)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

listen to and/or perform selections that represent a wide variety of musical genres and styles, and describe and reflect on their responses to them (e.g., document their initial reactions to more than one version of the same Leonard Cohen song; describe their response to several selections of music they like, and identify any common traits; describe the emotions conveyed in a work by a composer from the Romantic period)

analyse productions such as concerts, recitals, musical theatre, and/or other musical events with reference to the elements and other components of music as well as the technical and organizational aspects of the production (e.g., the human and technical resources required for a musical theatre production; the interplay of the elements of music in a performance by a string ensemble; the contribution of the elements of music to the aesthetic impact of a performance by a marching band)

assess the effectiveness of a variety of musical selections and/or productions (e.g., communicate their response to a community concert, including their assessment of its effectiveness in meeting the needs of the community; write a review of a musical theatre production; assess the appropriateness of a musical program with respect to its intention and audience)

Music and Society: demonstrate an understanding of the role and impact of traditional, commercial, and art music within various communities and cultures

identify and explain the interrelationships between traditional, commercial, and art music in specific cultures or communities (e.g., the integration of elements of traditional music from multiple cultures into commercial music in Canada; the use of Hungarian folk songs in the work of art music composers from that country)

describe significant contributions of individuals, groups, or organizations within a community or culture to presentation and production aspects of traditional, commercial, and art music (e.g., how groups and individuals such as the Rolling Stones, Michael Jackson, Madonna, or Rush have contributed to the format of large-scale music concerts popular in the West; how the East Coast Music Awards provide a vehicle for and encourage musicians from Atlantic Canada; how John Hammond helped broaden the audience for African-American musicians in the 1930s; how the concepts and intent of the salon music of Schubert and his contemporaries are reflected in modern-day performance and production practices)

explain the role of traditional, commercial, and/or art music in various communities or cultures (e.g., the use of commercial music in advertising; how certain urban or rural communities have been stereotyped by the music they produce or listen to; how concerts can bring together a community)

Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development

explain how the study of music has contributed to their self-awareness, their values, their ability to express themselves, and their understanding of others (e.g., how exposure to the values expressed in contemporary music has shaped or reinforced their values or behaviour; how honing their performance, production, and creative skills has enabled them to express themselves more effectively; how musical activities have contributed to their knowledge and understanding of the communities or cultures of their peers)

identify and analyse their musical production and performance skills and knowledge, and describe the steps they will take to ensure continued improvements in these areas (e.g., critique their own performance from a technical or aesthetic perspective, and identify areas for improvement; reflect regularly on their rehearsal of a selection in order to identify areas for improvement; develop and carry out a practice strategy for overcoming a performance weakness; review their contributions to group planning or production meetings, and identify how they could improve their personal input)

demonstrate leadership and collaborative skills when planning, promoting, producing, and performing in a variety of musical presentations (e.g., facilitate and participate in group planning processes; follow protocols for effective meetings; consult with the other members of their ensemble or production team, listen meaningfully, and reflect on their ideas; devise and implement innovative ideas to promote a performance)

Connections Beyond the Classroom: identify and describe opportunities and requirements for continued engagement in music.

identify and describe the skills and knowledge required to pursue careers connected to the arts and culture industry (e.g., describe possible music industry careers and the requirements for specific jobs; use a career-profiling website to assess their own interests, skills, and aspirations and match these with appropriate careers in the cultural industry; investigate the skills required for careers that support musicians and composers, such as artist management, instrument making or repair, music promotion and marketing, recording or sound engineering)

describe educational pathways that would enable them to prepare for careers in planning, promoting, producing, and/or performing in musical presentations (e.g., conduct a live or electronic interview with a music producer or promoter in their community, focusing on the educational prerequisites and ongoing learning requirements for the field; create a promotional poster for a postsecondary school of music that illustrates possible careers associated with its music program)

identify opportunities for, and explain the benefits of, participating in and attending musical endeavours of various types (e.g., performances of various types of music in their school or community; opportunities for performance by their band, choir, ensemble; possible venues for performance or presentation of musical work, such as parks, town halls, hospitals, elementary or nursery schools, or other non-traditional spaces; music-related activities and other services offered by local or regional arts councils)

Foundations

Theory and Terminology: demonstrate an understanding of music theory with respect to the elements and other components of music, and use appropriate terminology relating to them

demonstrate an understanding of, and use correct terminology relating to, the elements of music when planning, promoting, producing, and performing in a music production or presentation (e.g., describe in detail the elements of music in their performance repertoire; analyse the interrelationship of pitch, duration, and dynamics in a particular musical production, and identify the acoustical aspects of a performance venue that would best support these elements; describe the types of tasks and personnel [types of musicians, sound engineers] required to support the elements in a musical production; list the physical resources required to support the elements of music, such as acoustic or electronic instruments, amplification, sound baffling, computer technologies)

demonstrate an understanding of, and use proper terminology when referring to, aspects of musical form in a variety of genres (e.g., riffs in blues; themes in orchestral music; vocables in North American Aboriginal songs; themes associated with movie characters in film scores; overtures, arias, duets, choruses in opera)

identify melodic, harmonic, and rhythmic patterns, and reproduce them accurately, by playing, singing, or notating them (e.g., reproduce, aurally identify, and notate examples of intervals from unison to an octave; reproduce, aurally identify, and notate examples of major and minor triads in root position; notate examples of rhythm patterns appropriate to the repertoire being studied)

Musical Genres and Influences: demonstrate an understanding of musical genres, periods, and themes, and the influence of the environment on different forms of music

categorize various musical works by genre, period, and function and/or theme, and describe the reasons for their categorization (e.g., categorize selected art music as a symphony, concerto, or sonata, and give reasons for their decisions; distinguish between Gregorian chant and chants in South Asian ragas; describe the differences between rock music and rhythm and blues; describe the genres of music in a range of music videos)

describe, in a research-based report or presentation, the interrelationship between nature/the environment and various kinds of music, including Aboriginal music (e.g., present a ritual or celebration using replica instruments created from natural or recycled materials; investigate how composers have used nature as a source of inspiration and ideas)

Conventions and Responsible Practices: demonstrate an understanding of responsible practices and performance conventions relating to music.

explain the importance of safe and healthy practices for preventing performance- and production-related injuries and for maintaining respiratory, aural, and vocal health (e.g., safe practices associated with performing on stage; ways to protect their hearing when playing or listening to loud music; warm-up exercises prior to playing an instrument or singing)

describe and demonstrate conventions associated with music performances and productions, from the perspective of a performer and an audience member (e.g., compile a detailed list of audience etiquette for different types of musical performances; compare and contrast the programs for different types of concerts and explain the reasons for the differences)

demonstrate an understanding of ethical and legal issues related to music, with respect to both consumers and producers and with particular emphasis on issues related to the entertainment industry (e.g., debate issues related to the protection of the rights of composers/performers, the availability of music on the Internet, and illegal downloading and file sharing)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

use various strategies, individually and/or collaboratively, to generate, explore, and elaborate on ideas and to develop and revise detailed plans for the creation of art works that address a variety of creative challenges (e.g., use brainstorming, concept webs, and/or group discussions to formulate original ideas for thematic works and/or works of personal expression; use research and discussions with a partner to explore and elaborate on ideas; use diagrams, notes, and/or outlines to help them formulate detailed plans for the art work; revise their plans on the basis of reflection)

apply the appropriate stages of the creative process to produce and revise two- and threedimensional art works using a variety of traditional and contemporary media (e.g., explore, experiment with, and refine their use of a variety of media; choose a medium/media appropriate for their planned art work; reflect on the effectiveness of preliminary versions of their work; revise their art work on the basis of reflection and useful feedback)

document their use of each stage of the creative process, as well as varied and extensive research, in a portfolio that includes art works created for a variety of purposes (e.g., ensure that their portfolio includes evidence of idea generation and elaboration, research, investigation, planning, exploration, experimentation, and revision; include a variety of works created for different purposes), and review and reflect on the contents of their portfolio to determine how effectively they have used the creative process

The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages

explore how elements and principles of design can be used to convey emotion and enhance personal expression, and use a combination of these elements and principles to create two- and three-dimensional art works that express personal feelings and communicate specific emotions to an audience (e.g., explore how variations in line, value, form, proportion, and emphasis can be used to convey various emotions; adapt their findings to enhance expression in their art work)

apply elements and principles of design as well as art-making conventions to create art works that comment and/or communicate their personal perspective on issues related to social justice or the environment (e.g., use line and value in a drypoint etching that integrates satire or symbolism to comment on an issue such as poverty, child labour, or discrimination)

Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

explore and experiment with media, including alternative media, and current technologies, and use them to create a variety of art works (e.g., use media such as digitally enhanced photographs, transparencies, and/or found objects when creating a collage; create a mixed-media image reflecting their personal identity or cultural heritage)

explore a range of traditional and current materials, technologies, techniques, and tools used by visual artists (e.g., Claude Monet’s use of optical colour mixing; Andy Warhol’s use of silkscreens; George Segal’s use of plaster bandage; Jean-Paul Riopelle’s use of a palette knife for impasto application of paint; Daphne Odjig’s use of interconnecting black lines), and adapt and apply them to create original art works

describe appropriate standards and conventions for the presentation of different types of visual art works, and apply these standards and conventions when preparing their art works for presentation (e.g., ensure that their work is signed, labelled, dated, matted, and/or mounted, that their three-dimensional work can be displayed safely, that the appropriate digital presentation technology is available and in working order)

explain how variations in where and how art works are displayed (e.g., as public art, in private and public galleries, on the Internet, in the mass media, in virtual and traditional museums, as transient art works) can affect the impact and meaning of the works and the size and type of audience they reach

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works

analyse their initial response to art works (e.g., describe their initial reaction to an art work and determine which specific aspects of the work and their personal experience led to their reaction)

deconstruct the visual content and the use of elements and principles of design in their own art work and the work of others (e.g., identify individual elements and principles and aspects of the visual content in an art work, interpret their function, and analyse how the artist has manipulated them to create impact, emphasis, mood, movement, and meaning; compare The Abduction of the Daughters of Leucippus by Peter Paul Rubens to the cover of a contemporary comic book about an action hero, with reference to the artists' use of colour, line, shape, value, balance, and emphasis)

explain, with reference to particular works, both historical and contemporary (e.g., J. M. W. Turner’s Rain, Steam, and Speed: The Great Western Railway; Maya Lin’s Vietnam Veterans Memorial), how knowledge of an art work’s cultural and historical context, achieved through research, has clarified and enriched their understanding of the work’s intent and meaning

describe and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works, using a variety of criteria (e.g., the works’ ability to convey a message or emotion; their technical merit; their stylistic qualities; the use of technique and successful manipulation of media/materials; the connection between form and message)

Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect both social and personal values

analyse the function and social impact of different kinds of art works in both past and present societies (e.g., the use of art works for ritualistic and religious purposes; for social and/or political commentary; as propaganda; as symbols of economic or social power; to commemorate people and/or historical events; to instruct)

explain, on the basis of research, ways in which various art works are a response to and a reflection of the society in which they were created (e.g., how available technologies and materials affect artists' work; how artists have responded to persecution or social injustice; how changing gender roles are reflected in art works)

reflect on and explain how creating and analysing art works has affected their personal identity and values and/or changed their perceptions of society and social issues (e.g., with reference to their emotional awareness and their ability to express themselves; their awareness of stereotypes; their understanding of the meaning of objects and symbols associated with a variety of cultural groups; their awareness of and relationship to their physical environment; their position on social issues such as censorship, discrimination, inequality)

Connections Beyond the Classroom: describe opportunities and requirements for continued engagement in visual arts.

identify a variety of careers in fields related to visual arts (e.g., advertising, art direction for theatre or films, art therapy, costume design, graphic design, industrial design, museum or gallery curation, photojournalism), and describe the skills, education, and training they require

describe, on the basis of research and investigation, a variety of personal opportunities in their community in cultural or other fields related to visual arts (e.g., opportunities within their school or community to promote the arts by finding new venues for visual arts displays; opportunities to organize or create an art installation in a public space; the availability of grants, funding, or sponsorship for public or school-based art works that explore a social theme)

describe, on the basis of investigation, a variety of local, national, and global arts-based organizations, and identify ways they could become involved with one or more of these organizations (e.g., community art councils; websites that promote the arts)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

demonstrate an understanding of the elements and principles of design, and use terminology related to these elements and principles correctly and appropriately when creating or analysing art works (e.g., when describing how they have used elements and principles in a sculpture to convey a sense of movement)

explain terminology related to a variety of techniques, materials, and tools (e.g., additive and subtractive techniques, blazing, gesso, intaglio, layering, palette knife, scumbling, transfers, single-lens reflex [SLR] cameras, software used to edit digital photographs), and use this terminology correctly and appropriately when creating, analysing, and/or presenting art works

using appropriate terminology, explain the creative process and describe in detail the critical analysis process, with particular reference to the role of deconstruction in the latter process

Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works

demonstrate an understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques used to create the illusion of depth and perspective and to create texture on different surfaces; the use of additive and subtractive sculpture, layering, positive and negative space, and relief to create effects)

demonstrate an understanding of a variety of conventions used in visual arts (e.g., allegory, expressive exaggeration, juxtaposition, synectics; conventions associated with heroic, narrative, naturalistic, propaganda, realistic, and satirical art), and explain how they are used in different types of art works

Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

demonstrate an understanding of legal and ethical issues related to the appropriation of images, materials, or ideas, or to the display of art works (e.g., issues related to censorship, to the appropriate and inappropriate display of art works), and apply legal and ethical practices when appropriating images, materials, and/or ideas to create art works (e.g., provide a suitable credit to the original artist when appropriating images and/or ideas; show sensitivity in the use of images or conventions associated with other cultures)

demonstrate an understanding of health and safety issues and conscientious practices associated with the use of materials, property, techniques, tools, and technologies in visual arts (e.g., the appropriate use of aerosol products, utility knives, printing presses, electrical tools, computers; appropriate precautions to take when exposed to physical and chemical hazards), and apply these practices when creating and/or presenting art works

demonstrate an understanding of how the production and presentation of art works can affect the environment (e.g., in small groups, prepare a role play to illustrate the environmental consequences of improper use or disposal of hazardous or toxic materials), and apply environmentally responsible practices when creating, presenting, and promoting art works

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

use a variety of strategies, individually and/or collaboratively, to generate and explore ideas and to develop plans for the creation of art works (e.g., use brainstorming, research, and/or checklists to generate and explore a range of original ideas; reflect on and filter ideas to select a suitable one to serve as the basis for their art work; use diagrams, notes, and/or outlines to help them develop detailed plans that reflect the stages of the creative process; reflect on and revise their plans on the basis of peer- and self-assessment)

apply the appropriate stages of the creative process to produce two- and three-dimensional art works using a variety of traditional and contemporary media (e.g., explore various media and techniques, and determine which ones are most appropriate for their planned art work; reflect on their work at each stage of the creative process; use a variety of strategies to gather feedback on their preliminary work, and refine their work on the basis of feedback and self-assessment)

document their use of each stage of the creative process in a portfolio (e.g., include notes, checklists, rough sketches, preliminary versions, and final products to provide evidence of planning, exploration, experimentation, production, reflection, and revision), and refer to this portfolio to reflect on how effectively they have used the creative process

The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages

use a combination of elements and principles of design to create art works that express personal feelings and communicate specific emotions to an audience (e.g., use colour and line to suggest strong emotion; use harmony and unity to convey a sense of balance and peace)

apply elements and principles of design as well as art-making conventions to create a variety of art works that explore and/or present a point of view on contemporary social issues and/or themes (e.g., use line, form, and contrast as well as imagery and symbols associated with an urban subculture in a drawing or mixed-media work that explores the issue of discrimination)

Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

explore a range of techniques, tools, materials/ media, and technologies, including alternative media and current technologies, and apply them to create and present a variety of art works (e.g., use digital photographs, image-editing software, found objects, and fabric to create an original work of art; create site-specific art works, mosaics, plaster works; present their art work in a virtual gallery)

demonstrate appropriate ways to prepare their art works for presentation in a variety of contexts or venues (e.g., the conventions for presentation in a classroom compared to those in a community gallery, in a virtual gallery, or as part of a thematic exhibition in a cultural centre)

demonstrate an understanding of a variety of ways in which art works can be presented to reach a variety of audiences (e.g., young children, youth who are no longer in school, members of a particular cultural group) and to suit a range of purposes (e.g., to engender debate, to inform, to entertain, to sell products)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works

describe their initial reactions to a variety of art works (e.g., their initial impressions of a work's mood, subject, intent, purpose, meaning), and explain the reason for their reactions

identify and describe the elements and principles of design used in their own art works and the works of others, and explain how they are used to achieve specific effects (e.g., determine how the artist has combined individual elements and principles to create mood and meaning)

communicate their understanding of the meanings of a variety of historical and contemporary art works, based on their interpretation of the works and an investigation of their historical and/or social context (e.g., Haida masks or totem poles; the AIDS Quilt Project; J. M. W. Turner's The Slave Ship)

use a variety of strategies (e.g., peer- and selfassessment, formal critiques, ongoing review and revision, feedback received from public displays) to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works

Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values

explain the functions of various types of art works (e.g., animation; various types of architecture; propaganda, public, and religious art; works focused on personal expression; satirical works) in past and present societies

identify and explain ways in which various art works are a response to and a reflection of the society in which they were created (e.g., how artists are influenced by their access to technology and materials and by social and/or political conditions)

describe how creating and analysing art works has affected their personal identity and values and/or changed their perception of society (e.g., with reference to their emotional awareness, their ability to express themselves, their approach to fashion, their cultural sensitivity, their awareness of stereotypes, their relationship with the physical environment, their appreciation of objects associated with cultural groups, their social awareness)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in visual arts, and describe various opportunities related to visual arts.

explain how knowledge and skills acquired in visual arts (e.g., knowledge related to visual literacy; creative thinking and problem-solving skills; skills related to visual communication, spatial organization, and presentation; interpersonal skills developed through collaboration) could be applied in a wide variety of careers and in areas of future study

describe, on the basis of research, a variety of pathways and careers related to visual arts (e.g., apprenticeships; postsecondary art programs; art-related careers in advertising, animation, architecture, art therapy, fashion design, filmmaking, gallery curation, graphic design, industrial design, photojournalism) and the education required for these careers

describe, on the basis of research, a variety of personal opportunities in their community in cultural or other fields related to visual arts (e.g., opportunities to organize or assist with craft classes for younger children in the community, to design and produce decorations for an event associated with a cultural practice, to paint community murals, to design the school yearbook, to design and produce posters for a community event)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

demonstrate an understanding of the elements and principles of design, and use appropriate terminology related to elements and principles when creating and analysing art works (e.g., when explaining how a designer has used particular elements and principles to draw attention to a product in an advertisement)

explain terminology related to techniques, materials, and tools, and use this terminology appropriately when creating and presenting art works (e.g., techniques and tools from various cultures [East Asian, East and West African] used in textile design; silkscreening; stencilling; washes; type fonts)

identify and describe the stages of the creative process and the critical analysis process using appropriate terminology, and explain how these processes are used to create and analyse art works (e.g., the stages of the creative process used to make a print; the stages of the critical analysis process a gallery owner would use to evaluate the print)

Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works

demonstrate an understanding of a wide variety of techniques that artists use to achieve specific effects (e.g., the use of depth and angle in an engraving to convey a sense of movement)

demonstrate an understanding of a variety of conventions used in visual arts (e.g., exaggeration, juxtaposition, metaphor, simile, symbols, synectics; conventions associated with heroic, narrative, naturalistic, and satirical art works; conventions associated with imitationalism)

Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

describe legal and ethical issues associated with the use of images, materials, and property (both physical and virtual) in the production of art works (e.g., copyright; ownership of virtual and intellectual property; issues associated with cultural appropriation), and demonstrate legal and ethical practices when creating, presenting, and/or promoting art works (e.g., use accepted citation conventions when crediting other people's work; download images from authorized sources)

demonstrate an understanding of safe and conscientious practices associated with the use of materials, property, tools, and technologies in visual arts, and apply these practices when creating and/or presenting art works (e.g., take appropriate precautions when working with hazardous materials; adopt protective measures when working with sharp or heavy tools; keep their work space tidy and free of physical and other hazards; demonstrate respect for physical property, classroom facilities, tools, and technological devices)

demonstrate an understanding of how the production and presentation of art works can affect the environment, and apply environmentally responsible practices when creating, presenting, and promoting art works (e.g., use recycled materials and those made from sustainable resources when creating their works and when packing and shipping art works; dispose of waste materials, including hazardous materials, in an environmentally responsible way; reduce the use of paper by using email and the Internet to promote an exhibition)

The Arts

Creating, Presenting, and Performing

The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

use the elements of dance to create dance phrases inspired by a workplace activity or theme (e.g., combine movements, tempos, and groupings to reflect activities in a specific workplace setting)

create and perform movement phrases that use the elements of dance to express physical or emotional states (e.g., body movements and accents that reflect the emotions evoked by a piece of music or a natural or urban landscape; patterns and groupings that demonstrate ideas of freedom or constraint)

use improvisation and the elements of dance to show how movement and body language are used for non-verbal communication in daily life, including in the workplace (e.g., with a partner, develop a dance sequence that shows a non-verbal “conversation” carried out through movement; develop sequences that use posture and other aspects of body language to depict different personality or character types, or people of different ages and occupations)

Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

use a variety of choreographic forms, structures, and techniques to create and perform a series of movement phrases (e.g., short pieces for three or four dancers using rondo, AB, or canon form; duets featuring symmetry and mirroring)

create and perform movement phrases inspired by a theme of workplace skill building (e.g., themes such as customer service, organization, teamwork)

identify and use a variety of compositional approaches to communicate ideas and feelings through dance (e.g., use structured improvisation and a combination of elements to develop a short piece about an environmental concern; use floor patterns and movement vocabulary from two of their favourite dance styles to create a work based on a self-selected theme)

Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world

demonstrate technical proficiency in basic dance vocabulary and the physical conditioning and self-discipline required to support it (e.g., perform positions and movements requiring alignment, core strength, centredness)

demonstrate familiarity with steps and movements found in a variety of social dance forms (e.g., perform a dance “collage” for a Parents’ Night that combines steps and movements from ballroom and contemporary social dances)

demonstrate technical proficiency in one or more movement styles and the physical fitness and awareness needed to support it (e.g., create a piece of choreography that combines or fuses the dance vocabularies of two genres of their choice; perform movement phrases that incorporate aspects of body-awareness training such as yoga or t’ai chi)

Performance: apply dance presentation skills in a variety of contexts and performances.

rework and polish technique and choreography to achieve an intended effect (e.g., use feedback from teacher and peers to clarify their intention and polish movement, timing, alignment, and spacing)

choreograph and perform dances to meet the needs of a specific community audience or event (e.g., a retirement home “social”, an environmental awareness event, a cyber-bullying awareness session)

use various methods to communicate through dance in both rehearsals and performances (e.g., match facial expression to the mood of a particular sequence; maintain awareness of the connection between their movements and the idea[s] being communicated)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' dance works and activities;

use the critical analysis process to identify and assign roles within the group and to guide collaborative work (e.g., use class-developed criteria to assess their own group skills; contribute to peer assessment of group functions; complete teacher-guided reflections)

analyse and compare choreographies and dance works of different styles and periods (e.g., use mind maps to list characteristics of excerpts from Petipa's Swan Lake and Jean Pierre Perrault's Joe, and identify key similarities and differences between the two works)

Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities

compare the characteristics of popular dance styles (e.g., krump and breakdance) and explain their appeal to both viewers and performers

identify ways in which dance reflects and influences popular culture (e.g., describe how a variety of urban street dances continue to evolve from, express, and influence the culture of innercity neighbourhoods)

identify connections between their dance studies and representations of dance in popular culture (e.g., create a mind map of dance images from films, commercials, television shows, and websites, and use captions to explain how they illustrate aspects of their dance studies)

Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

identify and describe opportunities for continued engagement in dance as a performer, producer, educator, or audience member (e.g., identify opportunities for participation in community productions)

identify and document transferable workplace skills they have acquired through their dance studies, and possible workplace applications of those skills (e.g., compile a record of the skills developed during task planning, decision making, problem solving, and information gathering for dance activities)

Foundations

Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance;

demonstrate an understanding of the importance of personal wellness and professional conduct for success in endeavours of all types, including career roles, both in the dance arts and in other areas of endeavour (e.g., how proper diet contributes to energy and stamina; how rest and relaxation alleviate stress on the job; how a correct warm-up supports longevity in a dance career)

describe the skeletal system as it relates to movement (e.g., create a display that shows the importance of good posture and efficient movement for effective performance in both dance activities and the workplace)

demonstrate, and describe using correct terminology, the dance vocabulary of a variety of dance forms from around the world (e.g., create a game to illustrate the dance terminology of different forms, including forms studied in class)

Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society

describe how specific social and cultural factors have influenced the evolution of some popular dance styles (e.g., connect the development of b-boying or capoeira to circumstances in their society or culture of origin)

describe the influence of some global issues on dance (e.g., the influence of globalization on the evolution of dance in various cultures; the focus on issues such as racism, violence, the environment as themes for choreographers)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.

identify and follow responsible practices while creating, performing, and viewing dance (e.g., give feedback in a constructive and respectful manner; explain how appropriate behaviour can contribute to success in the workplace as well as in performances and classroom activities)

demonstrate collaborative skills in a variety of situations and settings (e.g., show respect for others by being punctual; fully carry out responsibilities of their own role while observing boundaries between their own and others' roles)

identify and follow safe and ethical practices in dance activities and demonstrate an understanding of their relevance to workplace environments (e.g., follow correct procedures for the safe use of equipment; do appropriate exercises to guard against strain injuries; maintain appropriate distances from other dancers/workers; report to the class on copyright laws)

The Arts

Creating, Presenting, and Performing

The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

use the elements of dance to create and perform abstract dance phrases inspired by a theme of personal significance (e.g., a theme suggested by an environmental or social issue or by a composition of a favourite dance group)

create and perform complex phrases that combine and manipulate the elements of dance in a variety of ways (e.g., generate dance vocabulary using variations and mixtures of different aspects of the elements, such as body actions, locomotor steps, direction, level, floor and air patterns, structured and unstructured space, symmetry and asymmetry, individual and group shapes, tempo, accent, movement qualities, relationships/groupings)

use the elements of dance to generate and perform complex dance vocabulary through solo or ensemble improvisation and experimentation (e.g., in pairs, use action/reaction during contact improvisation to explore movement possibilities)

generate and develop solutions for a complex compositional problem and demonstrate one solution in performance (e.g., in a small group, create a movement problem/recipe for another group to solve, and develop and demonstrate a solution to a movement problem created by the other group)

Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

use a variety of choreographic forms, structures, and techniques to create and perform complex dance works (e.g., in pairs, use ABACA [rondo] form as a basis for an original composition)

create a complex dance composition that explores an abstract theme (e.g., explore the theme of the transformative power of dance in the context of conflict in a composition that pays tribute to the Ugandan refugee children featured in the film War Dance by Albie Hecht)

use a variety of compositional approaches in developing dance creations that explore complex, challenging themes and moods (e.g., identify and use several compositional approaches, such as theme and variation or a specific movement repertoire, that will help them explore multiple dimensions of a theme; identify a compositional approach used by an Ontario choreographer whose work they admire, and adapt the approach to their own process of dance creation)

Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world

apply an understanding of a wide range of movement vocabularies found in a variety of dance forms from around the world (e.g., accurately perform a large repertoire of movements from ballet/jazz dance, modern/contemporary dance, and two or more world dance forms such as flamenco, gumboot dancing, and belly dancing)

accurately demonstrate a wide range of movement techniques from a variety of dance forms from around the world (e.g., correctly perform assigned phrases that alternate the use of weighted movement and movement requiring a weightless quality)

create and perform compositions that blend the vocabulary and technique of Western and non-Western dance forms (e.g., salsa and breakdance)

Performance: apply dance presentation skills in a variety of contexts and performances.

revise, refine, and polish movement execution and choreography, with particular attention to how each detail contributes to the whole and to the intended effect (e.g., use their own intuitions and analyses and feedback from peers and the teacher to rework, clarify, and perfect individual movements, phrases, transitions, and sequences)

use a variety of tools of stagecraft in increasingly complex or imaginative ways to enhance their dance performances (e.g., locate and use choreographic software and electronic technology to assist the process of creation and presentation; use music editing software to adapt a piece of music to their own choreography; use digital videography to create their own filmed interpretations of their choreography)

demonstrate both an intellectual and an emotional understanding of the artistic and expressive intent of a work in rehearsals and performances (e.g., explain the artistic intention of their dance piece in a written “artist’s statement”; maintain their focus on the relationship between their movements and the intended meaning of a piece)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others� dance works and activities;

critique a live or filmed work by an Ontario dance artist (e.g., use a set of aesthetic evaluative criteria established in class to review works by Ontario dance artists such as Laura Taler, Jenn Goodwin, Allen Kaeja, Lata Pada)

develop appropriate criteria and use them to interpret, analyse, and evaluate both the content and the fluency or expressiveness of a broad range of student compositions (e.g., criteria such as use of props, dynamics, interpretive skills)

Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities

identify a variety of world and social dance forms in Ontario and describe their contribution to economic, social, and cultural life (e.g., the role of Sampradaya Dance Creations in raising the profile of South Asian dance in the province)

identify specific ways in which dance education can enhance community life (e.g., develop a brochure about how dance education could benefit their local community)

compare and contrast criteria used to evaluate dance in different cultures (e.g., identify similarities and differences in the aesthetic criteria applied to a Western prima ballerina and a renowned Middle Eastern belly dancer)

Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

identify and describe a variety of postsecondary destinations in the field of dance and the training or education required for each (e.g., occupations in dance arts advocacy, administration, creation, design and production, education, fund-raising, performance, staging)

develop and implement a plan for improving the climate for dance education within their school community (e.g., use a survey to discover how dance arts are perceived within the school, and plan and carry out a campaign to enhance the image of dance studies among teachers and students)

develop a traditional or digital dance port - folio for a specific audience and purpose (e.g., to serve as a resource for junior dance classes)

Foundations

Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance;

identify and demonstrate an understanding of somatic techniques that enhance dance training and physical and emotional well-being (e.g., maintain a record of their use and the effects of techniques such as yoga, Pilates, the Alexander Technique, the Feldenkrais Method, Joan Skinner’s Releasing Technique, Donna Krasnow’s C-I [conditioning-with-imagery] Training)

analyse and explain movement patterns using correct biomechanical terminology (e.g., use a graphic to explain the biomechanics of a variety of movements in the frontal, medial, horizontal, and sagittal planes)

demonstrate, and describe using correct terminology, an extensive dance vocabulary from a variety of dance forms from around the world (e.g., describe and demonstrate ballet movements such as pas de basque, contretemps, pas de ciseaux, temps de cuisse; use print and electronic media to develop an illustrated dictionary describing the movement vocabulary of a dance style of their choice for younger students)

Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society

demonstrate an understanding of key developments in Ontario dance history, including the artistic contributions of Ontario dance pioneers (e.g., the founding and development of companies such as the Toronto Dance Theatre or Dance Theatre David Earle; the work of dancerchoreographers such as Celia Franca, George Randolph, Zelma Badu)

describe the influence of global artistic, social, and political events or issues (e.g., globalization, the environment, poverty, HIV/AIDS, war, political repression, refugees) on the current Canadian arts scene, including but not limited to the dance scene

identify, describe, and compare how a variety of elements and conventions of dance are used in a selection of dance genres from around the world, and demonstrate their findings through performance (e.g., demonstrate the uses of the circle or explain the function of music in different dance genres; create a digital media presentation to illustrate various dance dress codes)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.

model responsible, constructive behaviour in interactions with others during the creation and production processes (e.g., work cooperatively to solve problems and resolve conflicts peacefully; mentor a younger dance student to help develop his or her understanding of appropriate behaviour in rehearsal and performance)

demonstrate leadership skills during the creation and production processes (e.g., participate in a leadership outreach experience to produce dance pieces for younger dancers to perform at a school Arts Night or other school/community event)

model safe and ethical practices in dance activities in both classroom and performance settings (e.g., learn and apply procedures for the safe and appropriate use of equipment in studios, classrooms, rehearsal and performance spaces, and alternative venues; use environmentally friendly materials and processes in dance productions; acknowledge sources and comply with laws, regulations, and customary practices for the protection of choreographic, intellectual, and creative property rights)

The Arts

Creating and Presenting

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

use a variety of sources as a basis for creating scenes about workplace issues (e.g., use ideas from books about "how to complain" or "dealing with difficult people" to dramatize the handling of a client grievance; use a newspaper story about an equity or human rights issue as the basis for a courtroom drama)

choose appropriate drama forms to explore a variety of perspectives on the world of work and business (e.g., use a sitcom format to explore a particular working environment such as a restaurant kitchen or a law office; use monologue or dialogue formats to dramatize the perspectives of employees and/or employers on a workplace issue)

create a scene or sequence of scenes featuring a character who demonstrates employability skills (e.g., scenes illustrating the job application and interview process, including the depiction of a range of emotional states experienced by the applicant, such as excitement, anxiety, confidence; scenes modelling appropriate behaviours for a variety of workplace roles)

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

combine and arrange the elements of drama to create scenes that explore common workplace roles and situations (e.g., use a focus on equity in a drama about interviewing applicants for a position; use a shop-floor setting in a drama about safe work habits)

use a variety of drama conventions to interpret roles and issues in the workplace (e.g., use voices in the head and role on the wall to explore the multi-faceted responsibilities of an employee in a retail or service setting; use flashbacks to an earlier job to explain the behaviour of a supervisor or manager)

Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

use a variety of techniques to engage specific workplace audiences for various purposes (e.g., use questioning to engage an audience of trainees in a presentation about workplace safety; use a demonstration such as a make-up application as part of a sales pitch for a product)

use various drama techniques to enhance workplace presentations (e.g., use blocking to visualize and plan the layout and audience traffic patterns for a product display; plan and rehearse phrasing, pauses, vocal inflection and emphasis, gestures, and eye contact to enhance delivery of a seminar or sales presentation)

select and use a variety of technological tools, including forms of new media, to enhance workplace presentations (e.g., use an overhead projector, visuals, and audio recordings to support a promotion of a new product; use a webcam to create a training video for trainees to access through the Internet)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others� drama works and activities

use the critical analysis process to determine the responsibilities attached to different roles within the group and to guide and monitor progress (e.g., use self- and peer-assessment strategies to identify personal strengths and areas for improvement; complete teacher-guided reflections to monitor and fine-tune roles during the rehearsal process)

analyse presentations about workplace topics to determine how accurately they depict workplace realities (e.g., analyse the depiction of workplace conditions and issues in a film, a television show, or a stage work by their classmates and compare it to information acquired from real-world work experiences, community service, or career research)

explain ways in which drama activities develop their ability to determine the accuracy and effectiveness of media representations (e.g., creating and viewing drama can enhance awareness of the purposes and creative choices that shape media works)

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

demonstrate an understanding of how knowledge and skills developed through drama can be used in social and workplace contexts (e.g., visualization skills developed through role playing can help in preparing for new social situations or in training exercises; creative and performance skills can enhance the design and delivery of marketing and product information presentations)

identify ways in which drama activities strengthen their social and employability skills (e.g., by emphasizing skills and attitudes such as punctuality, acceptance of responsibility, ability to take direction, respect for others)

explain how drama activities provide insight into different types of roles, social or occupational hierarchies, and issues they may encounter in the workplace (e.g., viewing drama works provides a range of perspectives on social interaction, power relationships, and ethical issues in social and occupational contexts; ensemble drama work provides experience of roles and responsibilities in product development and project management processes)

describe ways in which dramas or other works that use elements of drama can reflect the culture and experience of work (e.g., the musical A Chorus Line reveals and critiques the reality of the lives of stage performers; Dan Needles's Wingfield Trilogy explores farm life in Canada using humour; Michael Moore's documentaries Roger and Me and Sicko explore and critique the tensions between economics and ethics in the automotive and health care industries)

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.

explain how the strategies for conflict resolution and team building used in drama can be applied in the workplace (e.g., collaborative processes such as forum theatre, voices in the head, or corridor of voices can be used to assist in group problem solving and/or conflict resolution)

identify personal strategies and skills they have developed through drama activities and explain how they can contribute to success in workplace contexts (e.g., the ability to interpret verbal and non-verbal cues such as tone of voice and body language can help them understand others and communicate effectively in a wide range of situations)

identify and describe employment opportunities and careers in the theatre industry, and describe the competencies they require (e.g., outline the responsibilities of different types of theatre workers, such as actor, backstage technician, front-of-house staff, custodial staff, arts administrator)

Foundations

Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components

identify a variety of forms, elements, conventions, and techniques of drama and describe some of their functions (e.g., how situation comedy can be used to critique foolish or pretentious behaviour; how character can be used to illustrate a theme; how physical place and historical time period can be used to clarify motivation; how gesture and voice can be used to reveal a character's attitudes and emotions; how blocking can be used to help create tension)

use correct terminology for the styles, components, processes, and techniques of drama in creating and responding to drama works (e.g., voices in the head, thought tracking, accepting offers, advancing a scene, improvisation)

demonstrate an understanding of the nature and purpose of informational and support materials for drama productions (e.g., rehearsal schedules, prompt scripts, blocking diagrams, cue sheets for lighting and special effects, brochures, programs, promotion schedules, press releases, commercials)

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies

describe how social and cultural patterns influence the forms and subject matter of drama (e.g., connect character types from commedia dell’arte to social conditions in sixteenth-century Italy; compare depictions of women’s roles in Restoration and nineteenth-century dramas and give reasons for the differences; explain how themes and characters in the drama of Western societies changed to reflect the growth of industrialization and urbanization; explain the social background to themes of migration in the drama of diverse cultures)

suggest ways in which current media forms and technologies influence the content and presentation of drama works (e.g., the role of electronic technologies in daily life is a theme in contemporary drama - including the "dramas" depicted in advertisements; webcams, webcasts, and video technology provide access to global audiences for both amateur and professional C2. Contexts and Influences C1. Concepts and Terminology drama creators; video and audio technology are used to add special effects to film and stage productions)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

identify and follow safe and ethical practices in drama activities and explain their relevance to workplace settings (e.g., explain the relevance of Workplace Hazardous Materials Information System [WHMIS] labelling to theatre and other workplace settings; identify safety training and certifications that are relevant to occupations in the theatre and other fields; identify and follow procedures for the environmentally responsible use of materials and energy; explain the importance of developing and implementing workplace antiharassment and antidiscrimination policies and guidelines)

demonstrate an understanding of tasks and responsibilities in producing drama works that have counterparts in other workplace settings (e.g., preparing progress reports for colleagues; participating in team meetings; being punctual and keeping to timelines; complying with codes of conduct; clarifying and fulfilling job expectations)

demonstrate an understanding of correct theatre worker and audience etiquette and its relevance to other workplace contexts (e.g., use appropriate professional language; observe dress codes; demonstrate appropriate conduct in meetings)

The Arts

Creating and Presenting

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

develop interpretations of drama texts from a variety of Western and non-Western dramatic traditions, past and present, as a basis for their own drama works (e.g., interpretations of the role of women in plays such as Top Girls, Hedda Gabler, Blood Relations, The Good Woman of Szechwan; modern versions of scenes from Shakespeare or medieval morality plays; pivotal or climactic scenes from works by playwrights such as Daniel McIvor, Judith Thompson, John Murrell, Tomson Highway, Michael Miller, Lynn Nottage)

select and use a variety of drama forms to present original drama works (e.g., combine forms such as dance drama, mime, and reader's theatre to dramatize or comment on a social or environmental issue)

create and interpret a wide range of characters using a variety of acting approaches (e.g., apply the acting approaches of Stanislavski, Uta Hagen, Le Coq, and/or Lee Strasberg in creating characters and developing roles)

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

use the elements of drama to achieve specific purposes in drama works (e.g., use character, setting, relationship, and focus to present a distinct perspective on events or issues)

use a variety of drama conventions to help identify and incorporate new or emerging ideas in drama works they are developing (e.g., use stranger-in-role and meetings to explore possibilities for resolving the drama's main conflict, agree on revisions, and refine the final product)

Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

demonstrate an understanding of how different acting and staging techniques reflect and support different purposes in drama (e.g., identify theatre styles – such as Brechtian theatre, theatre of the oppressed, or Shakespearean theatre – that can help them achieve specific goals in theatre, and use them as models in producing drama works)

use different acting approaches to explore and depict character in a variety of situations (e.g., use forms of improvisation based on Keith Johnstone’s teachings in Impro for Storytellers; use Rudolf von Laban’s observations about movement to suggest a character’s psychological state)

select and use a variety of technological tools to help convey mood, create tension, and suggest universal connections (e.g., use projected images to suggest a link to global issues; use atmospheric lighting to heighten suspense)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' drama works and activities

use the critical analysis process to reflect on and justify or revise decisions in creating drama works (e.g., review their journal responses to assess their contributions, strengths, and areas for improvement; monitor the group rehearsal process and modify the group roles and process as needed)

analyse a variety of contemporary and historical drama works to explain and evaluate how they communicate themes and dramatize issues (e.g., describe the strategies used to explore political and social issues in plays like The Komagata Maru Incident by Sharon Pollock, Les Belles Soeurs by Michel Tremblay, or The Rez Sisters by Tomson Highway, and comment on their effectiveness)

analyse and evaluate the aesthetic and technical aspects of a variety of drama works and/or theatrical productions (e.g., write a review of a new play, critiquing the dramatist's vision and execution as well as the production itself; in a large-group discussion, compare their own reactions to a production with the analysis in a newspaper or Internet review)

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

demonstrate an understanding of how drama questions social and cultural conditions in a variety of Canadian and global drama sources and traditions (e.g., determine the intended message in Dennis Foon’s exploration of racism in Skin, Rick Salutin’s investigation of political unrest in Upper Canada in 1837: The Farmers’ Revolt, Drew Hayden Taylor’s scrutiny of Native culture in Toronto at Dreamer’s Rock, Trey Anthony’s exploration of cultural identity in ‘Da Kink in My Hair, and various “green movie dramas” such as Erin Brockovich, Gorillas in the Mist, The Day After Tomorrow, Hoot, and Avatar; explain how the themes and techniques of Brechtian theatre reflect socialist ideas, or how theatre of the absurd reflects existentialist philosophy)

describe ways in which their personal experiences in drama have influenced their attitudes to others and their own world view (e.g., by developing their empathy, respect for others, and group skills; by introducing them to customs and perspectives from other societies, time periods, and cultures)

describe ways in which drama can support or influence school and/or local community goals (e.g., describe the role of Augusto Boal's Theatre of the Oppressed in improving conditions and raising awareness in marginalized communities; explain why a protest march is a form of theatre)

describe different approaches used to explore universal concepts and themes in the drama of diverse cultures (e.g., compare and contrast the treatment of themes such as hunger, loneliness, parenthood, oppression, war, and environmental degradation in dramas from different countries or time periods)

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.

outline the responsibilities of a variety of leadership and support roles in drama, including the skills and knowledge required, and evaluate their experiences in these roles in different contexts (e.g., describe their successes and areas for improvement in group work for a Remembrance Day presentation, as a facilitator in a Grade 9 drama classroom, as a mentor for a younger drama student, or as a volunteer director of a play being presented by a local youth group)

identify skills they have acquired through drama activities and explain how they can contribute to success beyond the classroom (e.g., voice projection skills are useful in making presentations or chairing a committee; knowledge of relaxation techniques is helpful in stressful situations; understanding of body language is helpful in “reading” the non-verbal messages in people's responses; active listening and collaborative skills are useful in solving problems and resolving conflicts)

identify current and potential educational and career opportunities in the dramatic arts, and describe the competencies required in those fields (e.g., volunteer, part-time, or career opportunities in local media or arts organizations such as a television station, community theatre, art gallery, or summer arts camp)

Foundations

Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components

demonstrate an understanding of the nature and function of the forms, elements, conventions, and techniques associated with the theatre of a particular period or culture (e.g., explain the function of traditional masks in commedia dell'arte and/or Noh theatre, or of soliloquies in Shakespearean plays)

use correct terminology for the styles, components, processes, and techniques of drama in creating and critiquing drama works and theatre performances (e.g., the Laban system of movement analysis, Uta Hagen’s six steps of characterization, realism, absurdism, overlapping dialogue, breaking the fourth wall)

demonstrate an understanding of how various media can be used in the production and promotion of drama works (e.g., create a website for a production featuring a visual based on the set design; use a spreadsheet to map special effects requirements, rehearsal schedules, and the production process; post a promotional “trailer” of scenes from the production on the Internet)

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies

demonstrate an understanding of the theatre traditions of a variety of historical periods and cultures (e.g., identify and explain some differences in acting and staging in Restoration, naturalist, and postcolonial plays; explain how the themes and techniques of the theatre of the absurd reflect the philosophy of existentialism)

identify and describe how electronic media can be used for specific purposes in drama activities (e.g., projected video clips from the Internet can be used to highlight or provide a counterpoint to the action on stage; film adaptations of stage plays can reduce the visual distance between the action and the viewer, creating a sense of intimacy and realism; electronic music can evoke a specific mood or atmosphere; presentation software can be used to provide “surtitle” translations or interpretations of dialogue and action)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

identify and follow safe and ethical practices in all drama activities (e.g., learn and use vocal warm-up and physical flexibility exercises to protect against strain injuries; learn and use safe stage fighting and falling techniques; follow procedures for the environmentally responsible use of materials and energy; respect intellectual property rights and copyright laws; factor the cost of royalty payments for copyrighted material into production budgets; challenge assumptions about class, race, gender, religion, ability/disability, and sexual orientation in assigning performance and group roles)

demonstrate an understanding of the tasks and responsibilities involved in producing drama works (e.g., itemize the multiple and interrelated responsibilities and competencies of frontof-house staff, stage crew, and production staff)

demonstrate an understanding of correct theatre worker and audience etiquette in classroom drama activities and formal performance contexts (e.g., as a cast member: arrive prepared and on time for rehearsals; avoid jumping cues or directing fellow actors; keep to timelines for memorizing lines and blocking; as a viewer: avoid behaviour that disturbs or distracts the actors or other audience members)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming with a partner, think-pair-share, mind maps, graphic organizers) to generate innovative ideas and to develop and refine detailed plans to address an integrated art challenge, individually and/or collaboratively (e.g., the challenge to create a performance piece or installation on a theme related to nature, such as water, fire, birth, or decay)

use the appropriate stages of the creative process to produce and present integrated art works, individually and/or collaboratively, in response to creative challenges, and revise them on the basis of reflection and peer- and self-assessment (e.g., experiment with elements from various arts disciplines; present their work formally and informally to the class at various stages of the creative process, reflect on the insights derived from the audience response, and use valid feedback as well as self-assessment to refine their work)

compile and organize a portfolio that contains representative samples of their integrated art works/productions and illustrates how they have used the creative process in creating these works (e.g., ensure that their portfolio includes evidence of how their work developed through each stage of the creative process)

Elements and Principles: apply elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions

select and apply a combination of elements and principles from multiple arts disciplines when creating and presenting complex integrated art works/productions (e.g., use relationship from dance, timbre and texture from music, and unity and harmony from visual arts to highlight the connections between different life forms on Earth; present an art work that combines interactivity and duration from media arts with time and space from drama and time and energy from dance)

research how artists have modified existing art works to create new art works (e.g., how Tom Stoppard's Rosencrantz and Guildenstern Are Dead draws on characters from Hamlet; how Andy Warhol used photographs in his visual art works; how Akira Kurosawa uses conventions from Kabuki theatre in his films; how Antonin Dvorak used themes from traditional Slavic and American music in his art music), and, using this research as inspiration, modify the elements and/or principles of an existing art work to create a new work whose intent and impact are different from those of the original work

Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity

integrate media/materials, tools, and techniques from more than one arts discipline to create a complex integrated art work/ production that communicates a specific message (e.g., create two public service announcements on the same current social issue but intended for different audiences; create a podcast or other multimedia production on an issue of personal interest)

use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity and/or innovation (e.g., use accompaniment and animation software to create an innovative art work based on an environmental theme; used digitized sound- and videoediting techniques to create an experimental film; use computer-assisted design software and design techniques to create an innovative interior design for an advertising agency)

Presentation and Promotion: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.

apply a variety of current technologies to present integrated art works/productions (e.g., present the class's integrated art works in a virtual gallery; display digitized visual art works on the stage to enhance a music, dance, or drama presentation; present a screen dance that complements a pre-recorded, original digital soundtrack)

use a collaborative approach to plan, design, and produce a year-end group presentation of selected art works, including integrated art works (e.g., select works that demonstrate a sophisticated understanding of the creative process and that represent all the arts disciplines; generate strategies for display/presentation that best suit the individual works and that present the works as a cohesive whole)

demonstrate an understanding of the appropriate standards, conventions, and practices associated with the preparation, promotion, and presentation of art works, including integrated art works/productions, for a variety of purposes (e.g., standards and conventions for the display of various types of visual art works; practices to ensure an appropriate level of interactivity in media art works; standards associated with venues for dance or drama presentations; different standards and practices for formal and informal presentations; practices used to effectively promote an exhibition of integrated art works in the local community)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions

describe their initial reaction to works from a variety of arts disciplines, and explain the reasons for their reaction (e.g., aspects of the work and their personal experience or values that contributed to their reaction)

identify and describe the elements and principles used to create integrated art works, and analyse the methods used to combine these elements and principles into unified art works (e.g., write a review of an installation, including a description of how the artist combined elements from various arts disciplines; create a mind map of the artistic elements in a music video by contemporary First Nation, Métis, or Inuit musicians, and analyse how these elements have been combined into a cohesive whole)

interpret a variety of art works using the critical analysis process, and reflect on and explain how their interpretation of specific art works has changed over the course of this process (e.g., the difference between their initial reaction and more informed interpretation; the roles of research and reflection in their ongoing critical assessment)

communicate their critical judgement of a variety of their own art works and the works of others, and explain the relationship between this stage of the critical analysis process and the creative process (e.g., why a work is or is not effective; what they would change in a work, and why; how evaluating the effectiveness of others' art works contributes to their ability to assess their own works at different stages of the creative process)

The Function of the Arts in Society: explain and assess the functions and impact of the arts in past and present societies

explain various functions of the arts in society, with reference to both past and present societies (e.g., prepare an integrated arts presentation to explain the function of the arts with respect to ritual, entertainment, education, or cultural expression; report on the functions of art in Aboriginal societies; compare the functions of the arts in ancient and contemporary societies)

assess, on the basis of research, the ability of the arts to inform and instruct and to contribute to social change (e.g., the impact of works intended to manipulate, didactic works, propaganda, works of social or political protest; the influence of artists such as Augusto Boal, Bertold Brecht, Miriam Makeba, Alanis Obomsawin, Pablo Picasso, John Heartfield, Bruce Mau; the impact of contemporary podcasts or random access web videos on politics or cultural issues)

The Arts and Personal Development: demonstrate an understanding of the interrelationship between the arts and personal development, including their own personal development

analyse how creating, presenting, and analysing a variety of art works has affected their personal values and their understanding of the values of their community and culture and those of other cultures (e.g., how using the newspaper as a source of ideas for an art work contributed to their understanding of the importance of an issue in their community; how analysing art works from around the globe on the Internet has contributed to their understanding of and appreciation for other cultures; how their understanding of issues of importance to other cultures has affected their own values)

analyse, on the basis of research, the impact of a range of factors on the development of artists from various arts disciplines (e.g., the impact of mental health issues on the work of Vincent van Gogh or of physical disability on the work of Chuck Close or Evelyn Glennie; the impact of changing technologies on the work of Michael Snow; the influence of Aboriginal culture on the work of Santee Smith; the impact of gender roles on various women artists), and describe factors that have contributed to their own development as an artist

Connections Beyond the Classroom: demonstrate an understanding of and apply the types of skills developed through creating, presenting, and analysing art works, including integrated art works/ productions, and describe various opportunities to pursue artistic endeavours outside the classroom.

demonstrate an understanding of, and apply both inside and outside the arts classroom, skills, character traits, and work habits that are developed though the processes of creating, analysing, presenting, and promoting collaborative and independent art works, including integrated art works/productions (e.g., create a word wall of character traits useful in integrated arts; in small groups, demonstrate leadership skills related to task planning, organizing, and delegating; demonstrate effective oral communication skills; compare the skills required to produce, present, or analyse work in integrated arts and those required in other classes or extracurricular activities; demonstrate skills included in the Ontario Skills Passport or among the Human Resources and Skills Development Canada [HRSDC] essential skills)

describe, on the basis of research, arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., reflect on their interests, conduct personal skills inventories, and research employment opportunities that reflect their interests and skills; explore college and university arts programs and arts-related apprenticeships; compile a list of arts organizations in their community and the types of career opportunities available with them)

describe, on the basis of research, opportunities for continuing engagement in artistic and cultural endeavours beyond the classroom (e.g., student subscription packages for local dance troupes, theatre groups, music ensembles; local artist talks or art gallery tours; opportunities for involvement in arts advocacy, either with a local group or nationally/internationally through the Internet; volunteer opportunities with local festivals)

Foundations

Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other concepts related to various arts disciplines

use, appropriately and correctly, terminology related to elements, principles, and other key concepts from all the arts disciplines when creating, analysing, or presenting various types of art works (e.g., use terminology correctly when using technology to create a melodic phrase to complement a visual art work or series of dance movements, when creating an art installation, when analysing a sculpture, when staging a play; design a "terminology bingo" game using a wide range of terms describing the elements and prin - ciples related to all the arts)

demonstrate an understanding of elements, principles, and other key concepts associated with all the arts disciplines, and identify those that are common to more than one discipline (e.g., in small groups, generate a list of concepts from all arts disciplines for a word wall; create a Venn diagram to determine common concepts; explain terms such as line, point of view, time, balance, interactivity, and variety with reference to specific arts disciplines)

analyse similarities and differences in approaches to the creative process in various arts disciplines (e.g., how a musician, a choreographer, and a sculptor might approach the planning/ incubation stage; how a visual artist and a musician might experiment with the elements of their art; how a dramatist and a media artist might present their work; how the revision process differs across the various arts disciplines)

Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures from around the globe and of past and present influences on works from various arts disciplines

demonstrate an understanding of symbols used in a variety of past and present art works from various cultures from around the world (e.g., research and report on the significance of symbols associated with ancient Egyptian or Roman statuary; First Nation, Métis, and Inuit pictographs; Balinese dance; Celtic ballads; commercial icons)

research, reflect on, and explain how common themes (e.g., love, war, heroism, death, joy, work, nature) are addressed in a variety of past and present art works from various cultures

demonstrate an understanding of how past and present social, economic, and/or political factors have affected artistic form and content (e.g., how political factors influenced the content of propaganda films from World War II; how social, economic, and political factors affected the visual arts, music, drama, and/or dance of the Renaissance; how environmental issues have influenced various contemporary artists; how industrialization resulted in new artistic forms and technologies)

Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, experiencing, and promoting art works.

demonstrate an understanding of and apply conventions associated with the experiencing of various types of art works (e.g., the etiquette associated with dance and drama, interactive media art, various types of concerts, museums/galleries)

demonstrate an understanding of safe and conscientious work practices associated with various arts disciplines, and apply these practices when engaged in the creative process (e.g., demonstrate familiarity with Workplace Hazardous Materials Information System [WHMIS] guidelines; show respect for the work of other students; apply safe practices when working with various tools and materials; use group discussion and consensus to determine effective rules and expectations in the integrated arts classroom)

demonstrate an understanding of ethical and legal practices related to the various arts disciplines, and apply these practices when creating, presenting, or promoting art works, including integrated art works/productions (e.g., use media from Creative Commons; obtain permission to sample songs or use stock photography; acknowledge their sources when borrowing from the work of other artists; show respect and sensitivity when appropriating from other cultures)

describe environmental issues associated with the arts, and apply environmentally responsible practices when creating, presenting, and promoting art works, including integrated art works/productions (e.g., safely and appropriately dispose of paint containers, toner cartridges, and other arts supplies; recycle batteries; use the Environment Canada website as a source for an integrated arts project on the four R's [reduce, reuse, recycle, and recover]; reduce the use of paper by promoting a performance or art exhibition through the Internet)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create media art works, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming, concept webs, mind maps, group discussions, research) to generate and organize ideas, individually and/or collaboratively, for addressing creative challenges (e.g., the creation of a mixedmedia installation that raises awareness of workplace safety issues in Ontario)

develop production plans, individually and/or collaboratively, that address a variety of creative challenges (e.g., use thumbnail sketches, storyboards, and/or production notes to help them formulate plans for a sound and image presentation for the workplace), and modify their plans on the basis of feedback from their teacher, their peers, and others

use experimentation, input, and reflection to produce a media art work based on their production plan and to refine their art work (e.g., experiment with media tools and techniques; before producing their final product, reflect on feedback from their teacher, peers, and others, and use it to refine their preliminary work)

present media art works, individually and/or collaboratively, using methods that are appropriate for the work (e.g., project digital images with a soundtrack that enhances the theme of the images; create an interactive web page with clear instructions; present their site-based installation in a space that complements the installation; present their video or animation during a classroom film festival)

use an appropriate tracking tool (e.g., a sketchbook, a process journal, a checklist, production notes) to create a record of their application of the creative process, and use this record to determine, through reflection, how effectively they applied this process

The Principles of Media Arts: design and produce media art works, applying principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts)

demonstrate an understanding of the four principles of media arts, and apply one or more of them to transform an existing art work into a media product that is appropriate for a workplace (e.g., a hospital, a school, a retail outlet, or a professional office such as a law, dental, or accountant's office)

design and produce original media art works by applying two or more of the principles of media arts with increasing skill to organize elements from the contributing arts (e.g., extend their skill in applying principles of media arts by creating an interactive environment that considers the points of view of various stakeholders in the workplace [employer, manager, employee] and reflects the style of the work of Jenny Holzer)

Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

explore and refine their use of a variety of traditional and emerging technologies, tools, and techniques, and apply them to produce effective media art works (e.g., experiment with still and video cameras and image-editing software; explore available OSAPAC software; manipulate found sounds to create an ambient soundtrack for a slide show; use 2D animation software to create an animation on workplace safety)

create and present media art works that effectively communicate specific messages to specific audiences (e.g., an audience of new employees, occupational health and safety representatives, senior high school students), using a variety of technologies, tools, and techniques (e.g., projection, broadcast, interactive web pages, site-based installations) and venues (e.g., a boardroom, a theatre, a gallery)

demonstrate a personal style when using a variety of tools and techniques to create and present media art works (e.g., use animation software to create a personal avatar for a video game; use sound and images in a personally meaningful way when creating an interactive website on an issue of interest to them)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works

use the critical analysis process to examine, interpret, and reflect on media art works created by peers (e.g., view media art works at various stages of production and record their initial reactions to them, examine the technical aspects of the works, interpret their message or purpose, and reflect on the effectiveness of the works in communicating this message or achieving this purpose)

use the critical analysis process to examine, interpret, and assess media art works created by recognized media artists and intended for or used in workplace applications (e.g., examine a media art work used in theatre, film, promotion, or music industry applications; document their initial reaction to the art work and their analysis of its elements and principles; determine the purpose or intent of the media art work in the workplace context; analyse the work holistically, technically, and aesthetically to assess how well it meets the requirements of the workplace/client)

demonstrate an understanding of how each stage of the critical analysis process contributes to their comprehension of media art works, including works intended for commercial applications (e.g., reflect on how their interpretation and assessment of a work has changed over the course of the critical analysis process, and use a presentation, a journal, an online discussion, an annotated sketchbook, or a weblog to communicate their reflections)

use the appropriate components of the critical analysis process to guide the individual and/or collaborative use of the creative process when creating and presenting a media art work for a particular client or consumer and to draw out and interpret responses to the work (e.g., use the critical analysis process to assess planning, production, and presentation decisions; involve the client or consumer in the critical analysis process throughout the creative process to ensure that the end product achieves its purpose)

Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values

analyse the function of the artist's identity in a media art work used in commercial applications (e.g., how the identity of an artist is affected when his or her work is recontextualized for the purpose of selling a product)

analyse how media art works express cultural identity (e.g., tourism advertisements; documentaries such as The Invisible Nation; Speak It! From the Heart of Black Nova Scotia; Crossroads)

analyse how media art works influence community or societal values (e.g., advertisements for advocacy groups; music videos; documentaries such as Carts of Darkness, I'll Find a Way, Wapos Bay, An Inconvenient Truth, Bowling for Columbine)

analyse how creating and presenting media art works has affected their personal values and their understanding of the values of their culture and community, with particular reference to the values of corporate and commercial enterprises (e.g., how creating a multimedia advertisement for a corporate client and reflecting on the client's response to that advertisement contributed to their understanding of the values of the corporation)

explain how the process of critically analysing media art works (e.g., television advertisements from countries outside North America) has affected their perception and understanding of different communities, cultures, ideologies, and/or social groups

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in media arts and how they can be used outside the media arts classroom.

identify and describe, on the basis of research, areas for continued study in media arts and related fields (e.g., the requirements for and course content of postsecondary programs in media arts and the contributing arts; learning opportunities in the workplace), and create and maintain a portfolio that could be used to apply to programs or for jobs in these fields

identify their personal skills and interests as they relate to jobs associated with media arts (e.g., conduct an inventory of their skills and interests as they relate to jobs such as producer, web designer, media critic, video game designer, interactive television producer, on-line journalist, DJ; perform a gap analysis to determine the skills they need to acquire or improve on in order to achieve their employment goals), and describe the educational requirements for those jobs

explain how media arts skills and processes can facilitate tasks in the workplace (e.g., explain how the critical analysis process could be applied to assess the artistic merits of an advertising campaign, how presentation skills develop during the creative process could be applied in a business presentation, or how collaborative skills could be used in working with other people; compare media arts skills to the skills listed in the Ontario Skills Passport)

explain how media arts skills and understandings (e.g., the ability to meet deadlines, to communicate with team members, to analyse media; research skills; understanding of issues related to gender, race, sexuality, and cultural differences) can be applied in everyday life

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts

describe the stages of the creative and critical analysis processes with respect to media art works, and explain and use correctly and appropriately a range of terms related to the conventions, concepts, and principles of media arts when creating or analysing media art works (e.g., when analysing the conventions used in an advertisement to draw the viewer's attention)

describe, on the basis of research, a range of elements from contributing arts that can be used in media art works, and explain how these elements can be applied through the principles of media arts (e.g., how elements from drama, music, and visual art can be applied using the principle of hybridization in a media art installation)

explain terminology associated with the technologies, tools, and techniques used in the production and presentation of media art works (e.g., produce a glossary that defines terms associated with the technologies, tools, and techniques used in their art work; explain terms such as cropping, burning, dodging, layers, key frames, transition, image framing, setup shot, close-up, zoom, microphone, key light, fill light, spot meter), and use this terminology correctly and appropriately when producing and presenting their work

Contextual Study: demonstrate an understanding of the history and function of media arts in the workplace

identify and explain the function of media art works in the workplace (e.g., the use of videos to promote corporate identity, to train new workers, or to present motivational messages; the use of websites to sell products or to promote cultural events)

analyse, on the basis of research, the history of media art works developed for the workplace (e.g., the development of advertising in the twentieth century; the use of training or information films; the approach and content of posters used to recruit workers)

Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

identify and apply conscientious practices and accepted workplace health and safety procedures when producing, presenting, promoting, or distributing media art works (e.g., demonstrate safe practices when setting up, taking down, and packing up lighting or sound equipment; use the proper personal protective equipment when working with chemicals or sharp tools; regularly update computer virus programs; stretch properly before presenting an art work that involves movement; lift objects properly; use ladders or platforms safely)

explain and apply ethical and legal practices related to the media arts workplace (e.g., roleplay a scenario on copyright violations; explain the importance of intellectual property; create a mixed-media presentation on a workplace issue such as discrimination, harassment, or accessibility; use authorized sources when downloading music, photos, or videos; show respect when using cultural representations)

identify and apply responsible environmental practices associated with the media arts workplace (e.g., dispose of chemicals and batteries in environmentally appropriate ways; use energy conservation practices; reuse and recycle materials when possible; substitute a less harmful substance for a hazardous one)

demonstrate an understanding of and apply conventions associated with the presenting and experiencing of media art works in workplace settings (e.g., protocols for presentations; respectful interactions with clients, customers, and consumers)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create media art works, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming, concept webs, mind maps, advisory/production team discussions, research using a variety of sources) to investigate increasingly complex creative challenges and to generate and organize innovative ideas, individually and/or collaboratively, for addressing these challenges (e.g., the challenge of developing a virtual gallery)

develop detailed plans, individually and/or collaboratively, that address a variety of creative challenges, including increasingly complex challenges (e.g., reflect on and filter their ideas to select a feasible one as the basis for their plan; use storyboards, thumbnail sketches, production notes, scripts, choreographic notes, and/or blocking notes to help develop their plans; with a partner, plan a media work using alter egos or, in the digital world, avatars), and assess and refine their plans on the basis of feedback and reflection

produce and refine media art works, including increasingly complex art works, using research, exploration, input, and reflection (e.g., research audio/visual codes and alternative media; extend their skills by experimenting with new tools and practising unfamiliar techniques; reflect on feedback from their teacher, peers, and others, and modify their preliminary work as appropriate on the basis of this feedback)

exhibit or perform media art works, including increasingly complex works, independently and/or collaboratively, using the most appropriate methods for the work (e.g., present a performance-based installation with a soundscape in a space with effective lighting, sightlines, and acoustics; exhibit their digital works in a virtual gallery; present their animation at a school-wide film festival)

create a detailed record of their use of the creative process in the production and presentation of a media art work, using a tracking tool compatible with the medium/media used in that work (e.g., a sketchbook showing modifications to the design of their installation; a video of the development of a performance art piece), and use this record to determine, through reflection, how effectively they applied the creative process

The Principles of Media Arts: design and produce media art works, applying the principles of media arts and using various elements from contributing arts (dance, drama, music, visual arts)

investigate and analyse how media artists use the principle of hybridization, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., use video, performance art, and audio and the principles of hybridization and interactivity to create a multidimensional installation in the style of artists such as Tony Oursler or Angela Bulloch)

investigate and analyse how media artists use the principle of interactivity, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., develop a multimedia arts "intervention" that uses the principles of interactivity and point of view in the style of artists such as Yoko Ono or Margot Lovejoy)

investigate and analyse how media artists use the principle of duration, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., using the work of Ron Haselden as inspiration, apply the principles of duration and point of view to create a multimedia, site-specific group performance piece that is to be presented in a particular area of the school or the school grounds and that challenges or changes the space's purpose or meaning; explore Juan Geuer's Hellot Glasses as a possible source of inspiration for a media art work that combines the principles of duration and interactivity)

investigate and analyse how media artists use the principle of point of view, and apply that principle and at least one other principle in the design and production of media art works that incorporate elements from contributing arts (e.g., analyse a work such as Bruce Nauman's World Peace, which displays many perspectives in multiple screen projections and uses hybridization and interactivity; produce, with other class members, a series of video or animation shorts that depict the same event or concept from different point of view and that integrate the principle of duration)

Using Technologies, Tools, and Techniques: apply traditional and emerging technologies, tools, and techniques to produce and present media art works for a variety of audiences and purposes.

explore a wide range of increasingly complex traditional and emerging technologies, tools, and techniques, and use them to produce highly effective media art works (e.g., extend skills by exploring complex tasks involving digital imaging, digital video, digital audio, multimedia, installations, and performance art; develop complex layers in digital imaging; use key frames and tweening in video editing or animation; design and block a performance in real space and time as well as virtual space and time; create web-based art, using software from the OSAPAC database where possible)

create and present media art works that are highly appropriate for a variety of specific audiences and venues (e.g., an audience of students and their parents; a fringe festival audience; a venue such as a virtual gallery, a studio, or an outdoor site that is relevant to the particular art work), using a range of technologies, tools, and techniques (e.g., projection, broadcast, the Internet, computer monitors)

communicate their purpose and artistic intention when creating and presenting media art works, using a variety of approaches, tools, technologies, and techniques in an increasingly skilful and personalized way (e.g., produce a non-narrative video that uses sound effects and images to challenge ethnic stereotyping in their school and larger community; produce a short documentary to raise awareness of a current Aboriginal issue, using an approach similar to that in Alanis Obomsawin's works)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by using it to monitor the creative process, and by examining, interpreting, assessing, and reflecting on media art works

interpret and assess the media art works of their peers, organize and communicate their findings in appropriate ways (e.g., use a graphic organizer, an electronic feedback form, or a questionnaire to record their initial response to the work, their analysis of the work's technical and aesthetic components, their interpretation of its message, and their assessment of the work's effectiveness), and reflect on how their feedback could be applied to their own media art works

use the critical analysis process to deconstruct, analyse, and evaluate different types of media art works (e.g., interactive installations, animations, music videos, performance art, websites, digitally manipulated photographs, documentaries) by contemporary media artists (e.g., determine their initial reaction to an art work; identify the individual elements and principles of the work and analyse how the artist has combined them for a particular purpose; reflect on the work’s technical and aesthetic features to determine its effectiveness in communicating a message, emotion, or concern and to assess its impact; analyse how Mona Hatoum uses projected video to communicate a sense of self in Corps étranger; assess the effectiveness of Don Kelly’s A Fish Out of Water in providing insight into contemporary Aboriginal identities)ies)

analyse how their interpretation and evaluation of a media art work evolved through each stage of the critical analysis process, and communicate their findings in a creative way (e.g., in a presentation, a video journal, an annotated sketchbook, a blog, a digital recording)

use the appropriate components of the critical analysis process throughout the creative process to assess the effectiveness of their decisions, to determine their next steps, and to analyse audience responses to their media art work (e.g., analyse their approach to and decisions about planning, producing, and presenting their art work; incorporate into their creative practices knowledge and skills gained by critically analysing the art work of others), and create a record (e.g., a blog, a journal, a video documentary) of how the critical analysis process has affected their creative decisions

Identity and Values: demonstrate an understanding of how media art works reflect personal and cultural identity, and affect personal, cultural, and community values and their awareness of those values

analyse, on the basis of investigation, how media art works can express the evolution of artists' personal identities over time (e.g., investigate the Untitled Film Stills series of Cindy Sherman for insights they provide into her identity, and compare them to her later works)

analyse, on the basis of investigation, the ability of media art works to express and promote cultural identities (e.g., a media art work on the spirit or resilience of an Aboriginal culture), and analyse how obstacles can limit that ability (e.g., how galleries or the Internet might limit the representation of different cultures; how appropriation of ideas can affect the expression of identity)

analyse, on the basis of investigation, how media art works can serve as a catalyst for changing community or societal values (e.g., the use of filmmaker Leni Riefenstahl by the propaganda arm of the Nazi government in Germany in the 1930s; the advocacy role of documentaries such as Not a Love Story or If You Love This Planet)

assess, on the basis of reflection, and communicate (e.g., in a formal artist's statement) the impact that creating and presenting media art works has had on the evolution of their personal values and their understanding of their culture and community

analyse how the process of critically analysing media art works has affected their perception and understanding of different communities, cultures, ideologies, and/or social groups, and assess the impact of these perceptions and understandings on their own media art work (e.g., reflect on how their increased understanding of others' points of view has affected the content or approach of their own art works)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in media arts and how they can be used outside the media arts classroom.

analyse, on the basis of investigation, the requirements for postsecondary studies that are related to media arts and that suit their personal skills, and create and maintain a personal portfolio that could be used when applying to programs in these areas (e.g., assemble a digital portfolio that highlights their skills that would be relevant to a postsecondary program and that contains appropriate samples of their media art works; complete a self-assessment of their skills and competencies in one or more of the following areas: technical skills [in image manipulation, digital video editing, sound editing, multimedia authoring], management skills, innovation skills, interpersonal skills related to leadership and collaboration)

analyse and assess their personal skills and interests in relation to careers connected with design, production, distribution, or management processes in media art (e.g., strong technological skills and interest in evolving technologies and media, incisive analytical skills, the ability to respond in a timely fashion to fast-changing demands, leadership and interpersonal skills, communication skills; the relationship between these skills and careers such as animator, artistic director, educator, entrepreneur, media critic, producer)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts relating to media arts

explain the stages of the creative and critical analysis process with reference to media art works, and explain and use correctly and appropriately a broad range of terms related to the conventions, concepts, principles, and elements of media arts when creating or analysing media art works (e.g., create a media presentation to explain a range of genres, stereotypes, symbols, styles, icons, structures, and recipes used in media arts; use proper terminology when describing the conventions used in The Paradise Institute by Janet Cardiff and George Bures Miller)

analyse, on the basis of research, how elements from contributing arts are applied through the principles of media arts (e.g., how line from visual arts and space from dance can be applied using the principle of point of view; how the principle of hybridization can be used to integrate timbre from music and tension from drama), and communicate their findings

explain in detail terminology associated with the application of technologies, tools, and techniques in the production and presentation of media art works (e.g., produce an instructional manual that explains the terminology associated with the technologies, tools, and techniques they used to create a media art work), and use this terminology correctly and appropriately when creating, presenting, or analysing media art works

Contexts and Influences: demonstrate an understanding of the sociocultural and historical contexts of media arts

analyse in detail the connections between a contemporary media art work and related historical art works (e.g., compare and contrast the use of text in media art works with its use in European or Arab illuminated manuscripts, Chinese or Japanese paintings that include kanji calligraphy, Egyptian tomb paintings that integrate hieroglyphics, or Aboriginal rock paintings that include pictographs; analyse how media artists use dynamic text or otherwise integrate the written word into their works; compare contemporary First Nation, Métis, and/or Inuit portrait photography, such as that in the Aboriginal youth magazine SAY, with the historical photographs of Edward Curtis)

investigate and explain in detail the history and development of a range of media arts technologies (e.g., the development of interactive media from early mechanical games such as pinball, through early digital games such as Pong, up to more recent interactive web pages and gaming media)

analyse, with reference to specific artists and their works (e.g., Rob Thompson's work in which he cages people), the types of roles played by media artists in various societies, and explain how their roles may vary depending on the sociocultural context in which they work (e.g., how, in a society characterized by war or social conflict, the artist might promote the cause of one side in the conflict or might be an advocate for peace; in a totalitarian society, the artist might challenge restrictions on free expression; in a multicultural society, the artist might represent the cultural accomplishments of a minority group)

Responsible Practices: demonstrate an understanding of responsible practices associated with producing, presenting, and experiencing media art works.

assess and apply health and safety procedures when producing, presenting, or promoting media art works (e.g., use studio safety checklists, modifying them as necessary to suit the type of studio work they are doing; apply safe practices when developing lighting and electrical plans; use appropriate stretching techniques before presentations that require movement; use appropriate vocal care practices; assess their work space and integrate ergonomic considerations into its design; use construction equipment and materials safely)

demonstrate an understanding of ethical and legal issues in media arts, including issues related to intellectual property, social conflict, and discrimination (e.g., freedom of expression and censorship of artists who challenge government policies; public access to work by artists from various sociocultural groups and representing a variety of perspectives), and use ethical practices when creating, presenting, or promoting media art works

identify and apply responsible environmental practices associated with the media arts workplace (e.g., dispose of chemicals, batteries, and obsolete hardware in environmentally safe ways; use energy conservation practices; use recycled or recyclable materials where possible; substitute more environmentally friendly materials for hazardous ones)

identify a broad range of positive character traits associated with media arts production, and exhibit these traits consistently in both their independent work and their interactions with others (e.g., show initiative at the outset of creative production processes; demonstrate cooperation and responsible leadership in a team environment; show respect for their tools and work environment and for the opinions of others)

analyse conventions associated with the presenting and experiencing of media art works, and adapt these conventions to extend the ways they present and experience art works (e.g., analyse the purpose and/or validity of traditional audience conventions; adapt these conventions as part of a media art work; challenge conventions for viewing or listening to traditional art forms)

The Arts

Creating and Presenting

The Creative Process: apply the stages of the creative process when performing music, composing and/or arranging music, and engaging in musical productions

apply the creative process when performing music and composing and/or arranging music (e.g., develop a practice plan for their guitar group, including exercises that focus on skills related to the selection to be performed; experiment with various approaches to improvising a selected melody, and evaluate the results; present their a cappella selection to a group of their peers, and reflect on their feedback to refine their performance; arrange rhythm patterns for a variety of instruments in a percussion ensemble)

use applicable stages of the creative process when developing aspects of a variety of musicrelated productions (e.g., explore possible acts and venues for a community fund-raising concert; working independently, plan, refine, and present a marketing strategy for a CD; working in groups, develop a creative plan for a coffee house, variety night, or nightclub activity for your school or community)

The Elements of Music: apply elements of music when performing music and/or creating a musical production, and when composing and/or arranging music

demonstrate the ability to effectively apply and/or address the elements of music and related concepts when performing music and/or creating a musical production (e.g., accurately play or sing selected rhythms and melodies similar to those in the music they are studying; list the key elements of a selection in a graphic organizer, and use this list to guide their practice; record an ensemble performance, with attention to dynamics and pitch, especially maintaining appropriate balance and blend)

apply the elements of music and related concepts appropriately when composing and/or arranging music (e.g., explore a range of forms for their composition, using a loop-based mixing program; manipulate the elements of music in an electronic or acoustic composition in a way appropriate to their chosen form)

Techniques and Technologies: use a range of techniques and technological tools in a variety of applications related to music.

demonstrate technical skill in a variety of music performance and/or production situations (e.g., use correct breath control, bow control, stick technique, as appropriate; demonstrate the technical skills necessary to operate a sound board, to use a sequencing program when producing music, or to use a notation program when preparing individual parts of a selection for an ensemble performance)

use current technology in a variety of applications related to music, including the preparation of a portfolio (e.g., design, set up, and run a concert sound system; plan an optimal music system for their home or vehicle; use digital technology to record their rehearsal for the purpose of review; use accompaniment or notation software when composing; create a blog documenting their creative journey as they prepare for an a cappella performance; create a digital portfolio of their computer-based composition at various stages of its development)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

identify and analyse the elements of music selections used in commercial and corporate applications through listening to and/or examining notated scores of these selections (e.g., list the elements of music used in advertisements or in television or radio show themes; analyse the use of music on websites or in video games with reference to melody, rhythm, harmonic structure, timbre, and/or texture)

listen in a purposeful way to music used in a variety of commercial and/or corporate applications, and describe and reflect on their responses to and interpretation of the music (e.g., describe their initial responses to a variety of advertising jingles; use a graphic organizer to record their evolving interpretation of a film score through each stage of the critical analysis process; create a playlist for a specific purpose or event, and explain their choices with reference to their personal interpretation of the music and its appropriateness for the intended audience)

analyse and evaluate the effectiveness of music used in a variety of commercial or corporate applications (e.g., assess the effectiveness of various advertising jingles; analyse the intended emotional impact of the score for a television drama, and explain whether or not it is successful; provide constructive feedback on the music a peer has chosen or composed for a website he or she is developing)

analyse research data related to music marketing, criticism, and audience response, with particular emphasis on music used for commercial purposes (e.g., analyse data on music distribution and marketing related to changing forms of music presentation [CDs versus MP3s]; use survey data to devise a marketing plan for a music product)

Music and Society: demonstrate an understanding of the function of and social/cultural influences on music

analyse the functions of music, with particular emphasis on music used in workplace applications (e.g., to sell products; to entertain; to raise awareness about social issues; to complement films, television shows, websites, video games)

analyse factors, including social and cultural factors, that influence the creation and consumption of music (e.g., the impact of technological developments; the influence of prominent or innovative composers or stylists; the forces of multiculturalism and globalization; the desire of songwriters to respond to social issues)

Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development

assess how the study of music has affected their personal growth and values, their expressive capabilities, and their understanding of others, particularly within the context of the workplace and their daily life (e.g., the difference that music has made in their personal life; their ability to analyse and communicate, and its impact on their job performance; their understanding of other cultures and communities developed through the study of music, and its impact on their values and behaviour)

assess their musical performance and production skills and knowledge, and describe the steps they will take to ensure continued improvement in these areas (e.g., assess the effectiveness of a collaborative musical production, and determine how they could enhance their contribution to it; review recordings of their performances to assess their strengths and weaknesses and identify areas for improvement; describe the skills and knowledge they would need to develop to plan and produce a musical presentation in a theatrical setting)

demonstrate the ability to lead and work as part of collaborative musical production teams (e.g., develop procedures for collaborative planning and production meetings; assemble a creative team to produce a music video; model appropriate behaviour when working with an ensemble)

Connections Beyond the Classroom: identify and describe opportunities and requirements for continued engagement in music.

identify, and assess the requirement for, jobs or careers that utilize skills and knowledge acquired through the study of music (e.g., prepare for and conduct a mock job interview, focusing on the skills developed through the study of music; invite a master who supervises an apprenticeship program in a trade related to music to visit the class and discuss the skills and training necessary for the trade; job-shadow a worker in a career in the music industry that can be accessed through a workplace pathway)

investigate and describe musical learning opportunities and experiences, both formal and informal, that they could pursue after high school (e.g., develop a business/career plan for their band/ensemble/group; create a slide show focusing on musical opportunities in their community; explore ways in which the Internet could play a role in their musical future; discover venues for study in the field of music therapy; create a website for a virtual school of music, illustrating a range of possible careers)

describe opportunities for, and assess the benefits of, personal involvement in arts-related activities, including opportunities related to private and/or public arts organizations (e.g., funding requirements of various arts organizations; arts advocacy opportunities and their possible impact; student subscription series in music, theatre, or dance in their community)

Foundations

Theory and Terminology: demonstrate an understanding of music theory with respect to elements and notation, and use appropriate terminology relating to them

demonstrate an understanding of the elements of music, through practical application in musical performance, composition, and production, and use appropriate terminology related to these elements (e.g., explain orally, using appropriate terminology, the decisions they made with respect to dynamics and phrasing in preparation for performing a piece of music; describe how they approached decisions about duration in their composition)

demonstrate an understanding of, and use correct terminology related to, the concepts of notation in a variety of performance and/or composition activities (e.g., demonstrate the ability to read guitar tablature, and describe its relationship to grand staff notation; demonstrate an understanding of duration and pitch notation by accurately transcribing melodies from contemporary music; create an original notation system for a short melodic line, and teach their notation system to one of their peers)

Characteristics and Development of Musical Forms: demonstrate an understanding of the development and characteristics of various forms of music

categorize musical works by genre, period, function, and/or theme, and describe the reasons for their categorization, with particular emphasis on the elements of music (e.g., identify the elements of music associated with chamber music, jazz, hip hop, Bollywood soundtracks; use concept attainment strategies relating to the elements of music to categorize various musical selections by genre)

explain, in a research-based report or presentation, the characteristics of and ideas addressed in traditional and contemporary music, including Aboriginal music from Canada and around the world (e.g., compare the ideas expressed in popular music from South Asia and North America; illustrate, using a Venn diagram, and explain the shared characteristics of traditional and contemporary music from Quebec; compare the characteristics of traditional music they are familiar with from their own childhood with traditional songs from other cultures)

Conventions and Responsible Practices: demonstrate an understanding of conventions and respon sible practices relating to music.

demonstrate an understanding of performance-related injuries connected to the field of music and ways of minimizing such injuries (e.g., the impact on the auditory system of repeated exposure to loud sound; injuries that can result from poor posture, playing position, or technique; the purpose of various types of protective or ergonomic equipment)

describe and demonstrate conventions associated with various types of musical performances and productions, both as a performer and audience member (e.g., role-play accepted audience behaviour at a hip hop show, a jazz concert, a symphonic performance, a Native drum ceremony; demonstrate appropriate stage etiquette such as bowing before and after a performance)

demonstrate an understanding of legal and ethical issues related to music, with respect to consumers and producers (e.g., copyright their own original music products and explain the importance of doing so)

The Arts

Creating and Presenting

The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music

apply the creative process when performing increasingly complex and difficult notated and/or improvised music (e.g., study the score in order to plan their approach to the performance of a selection; consider various sources of inspiration for their improvisation; experiment with variations in articulation, balance, blend, tempo, and/or texture; use rehearsal time to revise aspects of their performance based on self-assessment and reflection on critiques by their peers and/or teacher; perform a polished version of the selection for their peers)

apply the creative process when composing and/or arranging increasingly complex musical works (e.g., follow the applicable stages of the creative process when composing or arranging for small ensemble a sixteen-bar melody; explore the creative challenge, conducting research to develop their understanding or for inspiration; develop a plan that details the form and structure of their composition; experiment with various metres, tempi, and approaches to articulation; explore the tessitura of various instruments to determine which are most appropriate for their planned arrangement; revise their composition on the basis of self-assessment and reflection on critiques from their peers and/or teacher; present the final work to an audience)

The Elements of Music: apply the elements of music when performing notated and improvised music and composing and/or arranging music

apply the elements of music and related concepts appropriately and effectively when interpreting and performing increasingly complex and difficult notated music (e.g., accurately play or sing increasingly complex rhythms; accurately play or sing increasingly difficult music with correct articulation, clear melodic shape, and relative balance; play or sing with accurate intonation, effective tonal blend, and harmonic balance)

2 manipulate the elements of music and related concepts effectively and with increasing skill and creativity when improvising melodies in a wide variety of musical forms (e.g., when improvising melodies over an appropriate chord progression; when improvising using modes, scales, and/or patterns from Western and non-Western music; when improvising a sixteen-bar diatonic or modal melody over appropriate accompaniment; when using strophic or ternary form or a combination of forms)

apply the elements of music and related concepts effectively and with increasing skill and creativity when composing and/or arranging music in a variety of forms (e.g., when writing tonal melodies; when writing atonal melodies using a tone row; when writing atonal melodies using pitch integers, ordered pitch intervals, and/or pitch classes; when arranging melodic and rhythmic compositions in binary and ternary form)

Techniques and Technologies: use a range of techniques and technological tools in a variety of applications related to music.

extend their technical skills when performing increasingly complex and difficult notated and/or improvised music (e.g., perform repertoire with accuracy and artistic sensitivity; sight-read increasingly complex music with accuracy and fluency; perform with highly appropriate expression selections from a range of genres; sing or play their instrument with a timbre appropriate for the selection)

apply compositional techniques with increasing skill and creativity when composing and/or arranging music (e.g., compose and/or arrange contrapuntal compositions, using technology where appropriate; compose a piece using twentieth-century techniques such as tone rows, indeterminacy, or free improvisation; arrange a pentatonic melody such as the Japanese Sakura, incorporating contemporary rhythmic patterns and applying the timbres of modern string, wind, and percussion instruments; write a rhythm rondo using African drums and embedding improvisational passages and structured notated patterns)

use a variety of current technologies with increasing skill when practising, performing, composing, arranging, or recording music (e.g., record a multi-track sequence using the functions of audio-editing software; record their performance of a range of selections for a performance portfolio; use notation and sequencing software when producing a work in a twentieth-century style [expressionist, minimalist, blues, musique concrète]; arrange an original composition for the class using various scoring tools in a notation program)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

deconstruct with increasing skill and insight the elements and other components of music through score study of and purposeful listening to increasingly complex musical works (e.g., describe and evaluate how melody, rhythm, harmony, texture, and/or timbre function and interact in serial music from the twentieth century; analyse a significant form of Western music such as a symphony, a concerto, an opera, or an art song; review a peer's public performance with reference to her or his manipulation of musical elements; analyse a lead sheet for a jazz standard, and then critique the performance of the selection in terms of the aesthetic and technical impact of the performers' manipulation of the elements of music)

listen to and reflect on selections from a wide range of musical styles and genres, including their own performance repertoire, and analyse and reflect with increasing insight on their responses to and interpretation of them (e.g., explain their initial reaction to a selection whose genre or form they are not familiar with; explain their interpretation of a Canadian avant-garde selection; reflect and report on how their response to a selection of music has changed from initial reaction, to increased understanding as a result of background research, and to critical analysis as a result of repeated and focused listening)

analyse with increasing insight and assess the effectiveness of music from a wide range of styles and genres and in various performance modes, and reflect on how such analyses can enhance their own creation or performance of music (e.g., assess the effectiveness of a selection that represents a significant form of Western music, such as a symphony, a concerto, an opera, or an art song, in communicating to its audiences, and analyse how the work achieves its purpose; analyse the aesthetic and technical features of various forms of jazz, and evaluate the effect of the music on the performer and listener; assess the impact and effectiveness of a taiko ensemble)

gather information from a range of reliable sources on music history, composers and musicians, technical and/or aesthetic criticism, and audience responses, and analyse, critique, and reflect on the information with increasing insight to enhance their critical judgement and ongoing interpretation of music (e.g., gather and analyse data on audience responses to one of their performances, either individual or as part of an ensemble; investigate the cultural context and critical opinion of the work of a non-Western musician, evaluate the information, and compare it to their own opinion; investigate the purpose, cultural context, technical complexities, and elements of a selection of contemporary Aboriginal music; analyse the work of a professional media critic or musicologist, and use it as a model for their own criticism of music)

Music and Society: demonstrate an understanding of social and cultural influences on and effects and functions of traditional, commercial, and art music

analyse, on the basis of in-depth research, ways in which traditional, commercial, and art music are a response to and a reflection of the community or culture in which they were created (e.g., the social and/or historical context of nineteenth-century Irish folk music, klezmer music, Chinese revolutionary opera; the interrelationship between music and social issues in South Africa; the historical context of Tchaikovsky’s 1812 Overture; the sources of hybridization in contemporary music)

analyse the impact of significant individuals or groups from a variety of cultures or communities on various genres of traditional, commercial, and/or art music (e.g., the impact of composers and/or musicians such as Hildegard von Bingen, Robert Johnson, Glenn Gould, the Beatles, Ali Farka Touré, Evelyn Glennie, or Yo-Yo Ma on various genres; the influence of composers such as Anil Biswas, Tan Dun, Ennio Morricone, or John Williams on film scoring)

analyse the various functions of music in society (e.g., to pass on traditions in oral cultures, to protest social injustice, to commemorate, to educate and raise awareness, as therapy to enhance health and well-being, to entertain, to accompany dance, for religious worship)

Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development

analyse and assess the impact of the study of music on their self-awareness, their expressive capabilities, their awareness of social issues, and their understanding of others (e.g., their awareness of, and their ability to express, personal responses to a wide range of music from a variety of cultures; the ability to support their own opinions while demonstrating respect for the opinions of others; the ability to express their ideas, concerns, and emotions creatively; their knowledge of and respect for other cultures; their awareness of current and historical social issues as expressed through song)

assess, with increasing insight, their musical skills and knowledge, and develop and implement a detailed plan to enhance them and evaluate their progress (e.g., select and organize items for a portfolio of performance or creative work to demonstrate continuing improvement; conduct and report on the results of self-directed study on a musical topic; plan ways to extend their skills in working with music-related software)

demonstrate the interpersonal skills, work habits, attitudes, and qualities that are essential to the effective performance of music in a variety of contexts (e.g., conduct or lead a small or large ensemble; participate in a music council or other leadership group; demonstrate preparedness, cooperation, optimism, and perseverance when rehearsing and performing as part of an ensemble)

Connections Beyond the Classroom: assess opportunities and requirements for continued engagement in music.

assess their interests, skills, and knowledge in relation to a variety of careers in the arts and culture industry (e.g., interview a Canadian composer to determine the skills necessary to succeed in this profession and to discover how this individual makes a living; identify and assess the requirements of careers related to the promotion and marketing of artists, including musicians; identify and evaluate the requirements of careers related to music education; identify opportunities at arts advocacy organizations, and describe the background required for these jobs)

evaluate and demonstrate their musical skills and knowledge in relation to entrance requirements for postsecondary study of music (e.g., plan and prepare audition material; assemble a portfolio of performance and/or creative work for application to postsecondary institutions; identify additional training or practice opportunities to build skill and knowledge levels)

demonstrate an understanding of the benefits of their continuing involvement in a variety of aspects of the arts community (e.g., as a performer, composer, advocate, audience member, promoter, and/or producer; the benefits to the community of the promotion of artistic endeavours; the value of political or social activism in support of the arts)

Foundations

Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

extend and deepen their understanding of the elements and other components of music, particularly through practical application and aural recognition, and use appropriate terminology related to them (e.g., identify major, minor, diminished, and augmented triads in root position and inversions; describe perfect, imperfect, and deceptive cadences; demonstrate an understanding of a variety of chord progressions; demonstrate an understanding of the relationship between the elements of music and performance practices such as phrasing and breathing; identify various forms and aspects of form, such as fantasia, rhapsody, serialism, tone poem, tone row)

extend their understanding of, and use correct terminology related to, the concepts of notation in a variety of activities (e.g., demonstrate an understanding of increasingly complex notation symbols by reading or writing notation when playing, singing, arranging, and composing; identify and notate accurately the seven standard diatonic modes; accurately notate increasingly complex or difficult melodies and rhythmic patterns; demonstrate an understanding of scoring formats for various small and larger ensembles; identify sound layering in increasingly complex voicings)

accurately reproduce, notate, and identify increasingly complex melodic, harmonic, and/or rhythmic examples (e.g., seventh chords; perfect, plagal, imperfect, and deceptive cadences; all triads; major, minor, diminished, and augmented intervals, including inversions; rhythmic patterns in compound and mixed metres at various tempi)

Characteristics and Development of Musical Forms: demonstrate an understanding of the origins, development, and characteristics of various forms of music

demonstrate an understanding of the development of various forms of music with respect to chronology, genre, and theme (e.g., explain the features that differentiate opera and musical theatre; create a CD to demonstrate the timeline and chronology of the blues; analyse the themes in music from the Romantic period)

analyse, on the basis of in-depth research, and report on the characteristics of and ideas in a variety of forms of traditional and contemporary music, including Aboriginal music, from Canada and around the world (e.g., the characteristics of serial music, in contrast to those of traditional Western tonal music; the characteristics of Cajun music from Louisiana and Acadian music from Maritime Canada; the use of the didgeridoo in Aboriginal music in Australia; the ideas in traditional Russian ballads)

Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices relating to music.

demonstrate an understanding of performance-related injuries connected to the field of music and ways of minimizing such injuries (e.g., the impact on the auditory system of repeated exposure to loud sound; injuries that can result from poor posture, playing position, or technique; the purpose of various types of protective or ergonomic equipment)

extend their understanding of conventions associated with various types of musical performances, from the perspective of performers and audience members (e.g., the set-up of and responsibilities in a symphony orchestra; the use of surtitles at operas; how musical genres such as jazz or punk rock challenged traditional musical conventions)

demonstrate an understanding of legal and ethical practices with respect to both consumers and producers of music, with a particular emphasis on the recording industry (e.g., the function of the Canadian Musical Reproduction Rights Agency [CMRRA]; the methods of obtaining "mechanical licensing"; the implications of supporting musicians through legal purchase of their music as opposed to illegal file sharing)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

use a variety of strategies, individually and/or collaboratively, to generate, explore, and reflect on ideas and to develop and revise plans for the creation of art works, including applied and commercial art works (e.g., extend their skills in brainstorming and research to generate and explore a range of creative ideas; reflect on ideas and choose one that is suitable for the creative challenge; use strategies such as thumbnail sketches, diagrams, notes, and/or outlines to help them develop detailed plans; reflect on and revise their plans)

apply the appropriate stages of the creative process to create a variety of art works, including applied and commercial art works, in areas of personal interest (e.g., produce art works in one or more of the following areas: digital art, furniture design, fashion design, graphic arts, jewellery design, painting, sculpture; use charts or checklists to ensure they complete the stages of the creative process that are most appropriate for the creative challenge)

document their use of each stage of the creative process in a portfolio (e.g., ensure that their portfolio contains evidence of the following: the development of ideas and plans; experimentation with various materials, techniques, and design principles and elements; and reflection on and revision and/or refinement of their work), and review and reflect on the contents of the portfolio to determine how effectively they have used the creative process

The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages;

apply the elements and principles of design with increasing skill to create art works, including applied and commercial art works, that reflect their personal interests or personal experience and/or that convey emotion (e.g., extend their skills in the use of texture, value, line, shape, form, unity, and/or variety to create a narrative work based on a workplace experience; use colour, space, emphasis, and proportion to create an advertisement that conveys a feeling of excitement)

apply the elements and principles of design as well as art-making conventions with increasing skill to create a variety of art works that explore and/or present a point of view on contemporary social issues and/or themes (e.g., use dramatic symbols, shapes, colours, and values to create a poster on a current issue for an advocacy group)

Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

extend their exploration of media/materials, techniques, tools, and traditional and emerging technologies, and apply them to create a variety of art works, including applied and commercial art works, for a range of purposes (e.g., use appropriate software to design and produce a logo and stationery products, including letterhead and business cards, for a business enterprise; create a promotional item such as a poster or T-shirt for a fund-raising event for an environmental advocacy group)

explain standards and conventions for the presentation of art works for a variety of purposes, and apply appropriate standards and conventions when preparing works for presentation (e.g., ensure that works for public display are signed, dated, labelled, mounted, matted, and/or framed, as appropriate; write an artist's statement for inclusion in a portfolio; ensure, when presenting works digitally to a client, that the image is clear and that the colours are accurately represented)

demonstrate an understanding of the variety of ways in which art works, including applied and commercial art works, can be presented to reach a variety of audiences (e.g., peers in their school, members of the community at a local venue, a particular demographic group that might be interested in a product/service, a broad audience on the Internet) and for different purposes (e.g., to promote events, to sell products or services, to inform)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works

describe their initial reaction to a variety of art works, including applied and commercial art works (e.g., a promotional or informational poster, an advertisement in a magazine, a CD cover, a piece of public art in their community, a Renaissance painting, a work by Edvard Munch or Andy Warhol, a photograph by Yousuf Karsh), and explain in detail the reasons for their reaction

identify the elements and principles of design used in art works, including applied and commercial art works, analyse their purpose, and evaluate their effectiveness (e.g., the use of colour, line, and proportion to increase the appeal of a product in a print advertisement; the use of texture, balance, and form to create a dramatic effect in the design of a piece of clothing or fashion accessory)

interpret the meanings of art works, including applied and commercial art works, from different historical periods (e.g., advertisements or other commercial art works from the 1960s; propaganda art from World War II; Haida totem poles)

Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect both social and personal values

explain how applied and commercial art works can influence individual and community values (e.g., how the design of sustainable products such as reusable bags or bottles can encourage people to reduce and reuse packaging; how posters and brochures can educate people about the dangers of smoking)

explain ways in which art works, particularly applied or commercial art works (e.g., advertising, architecture, clothing, product packaging, public art, website design), reflect the values of the society in which they were created

Connections Beyond the Classroom: demonstrate an understanding of various job opportunities both within and outside the area of visual arts and how skills related to visual arts can be applied in the workplace.

describe, on the basis of research, a variety of work opportunities related to the field of visual arts (e.g., apprenticeships or internships in fashion design, graphic arts, or stage or set construction; jobs in interior design, jewellery design, website design; jobs in the sale and promotion of pottery or woodwork), describe the skills they require, and compare these skills to their own skill set

explain how skills associated with the creation and analysis of visual art works, including applied and commercial art works, can be transferred to jobs outside the visual arts field (e.g., visual communication skills, technical skills related to the use of design software, analytical skills developed in interpreting art works, attention to deadlines, the ability to understand and carry out instructions, the ability to develop and follow a plan; skills that are included in the Ontario Skills Passport or in the Human Resources and Skills Development Canada [HRSDC] list of essential skills)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other concepts related to visual arts

demonstrate an understanding of the elements and principles of design, particularly those used in applied and commercial art works, and use terminology related to these elements and principles when creating and analysing art works (e.g., when describing their illustrations for a children's book or design for the cover of a CD; when explaining the effectiveness of an advertisement; when explaining the choice of typeface for a poster)

explain in detail terminology related to techniques, materials, and tools used to create applied art works (e.g., create a glossary of terms used in one or more of the following applied art forms: fashion design, interior design, jewellery design, set/stage construction, wood carving)

Conventions and Techniques: demonstrate an understanding of conventions and techniques that artists use in the creation of visual art works

demonstrate an understanding of a variety of techniques that artists use to achieve certain effects, with particular reference to applied and commercial art works (e.g., to create audience interest through the layout of a promotional brochure; to present a positive corporate image in an advertisement; to convey a sense of texture in a piece of pottery)

demonstrate an understanding of various visual arts conventions (e.g., exaggeration, juxtaposition, metaphor, symbols, synectics; conventions associated with narrative or naturalistic art or works of social commentary) as they relate to the production of applied and commercial art work

Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

demonstrate an understanding of legal and ethical issues associated with intellectual, virtual, and physical property (e.g., issues related to ownership, plagiarism, appropriation), and apply ethical practices when appropriating the property of others and using cultural images in their art works (e.g., show sensitivity when using images associated with other cultures, including First Nation, Inuit, and Métis cultures)

demonstrate an understanding of health and safety procedures when creating or presenting art works, including applied and commercial art works (e.g., demonstrate safe practices when creating installations, assemblages, constructions, paintings, prints, posters, jewellery, textiles, and/or multimedia projects; explain the importance of proper ventilation; use gloves or skin-barrier products when working with chemicals; demonstrate the safe storage of hazardous materials; use protective equipment for ears and eyes when working with noisy tools or materials that can chip or splash)

identify responsible environmental practices that should be used in applied arts workplaces (e.g., safe disposal of paints, solvents, and photographic chemicals; reuse and recycling of materials; substitution of a less harmful substance for a toxic one), and apply these practices when creating visual art works

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

use various strategies, individually and/or collaboratively, with increasing skill to generate, explore, and elaborate on original ideas and to develop, reflect on, and revise detailed plans for the creation of art works that address a variety of creative challenges (e.g., extend their skills in using brainstorming, concept webs, mind maps, and/or group discussions to formulate original and innovative ideas for an art work on a social or personal theme; use critical research skills to explore and elaborate on ideas; demonstrate fluency in formulating clear and detailed plans; demonstrate flexibility in revising their plans on the basis of reflection)

apply, with increasing fluency and flexibility, the appropriate stages of the creative process to produce two- and three-dimensional art works using a variety of traditional and contemporary media (e.g., extend their skills in working with a range of media; demonstrate flexibility in revising plans in response to problems encountered during other stages of the creative process; reflect on the effectiveness of preliminary versions of their work, and revise the work on the basis of reflection and self-assessment)

document their use of each stage of the creative process, and provide evidence of critical inquiry, in a portfolio that includes a range of art works created for a variety of purposes (e.g., ensure that their portfolio includes the following: evidence of critical inquiry associated with idea generation and elaboration; evidence of research on how different artists approach specific themes and/or use particular techniques that can be adapted in their own work; preliminary and final works to show evidence of thoughtful revision), and review and reflect on the contents of their portfolio to determine how effectively they have used the creative process

The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages

apply the elements and principles of design with increasing skill and creativity to produce two- and three-dimensional art works that express personal feelings and communicate specific emotions (e.g., extend their skills in combining various elements and principles to convey a sense of fear, happiness, hopefulness, despair)

apply the elements and principles of design as well as a wide range of art-making conventions with increasing skill and creativity to produce art works that comment and/or communicate a clear point of view on a variety of issues (e.g., extend their skills by manipulating elements and principles and using conventions in creative ways to produce an art work that conveys the point of view of a teenager living on the street or that comments on a current event or social issue)

Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

use with increasing skill a wide variety of media, including alternative media, and current technologies to create two- and threedimensional art works for a variety of purposes (e.g., extend their skills in the manipulation of a variety of media and technologies to create a sculpture for an outdoor space, a mixed-media work for display on the Internet, an installation evoking their cultural heritage)

use with increasing skill a wide variety of traditional and current materials, technologies, techniques, and tools to create original art works for a variety of purposes and audiences (e.g., select materials that are highly appropriate for an art work that is intended to convey a message to their peers; extend their skills by experimenting with and applying a variety of techniques; use emerging tools and technologies to create effects that enhance the message of their work)

demonstrate a understanding of the appropriate standards and conventions for presenting art works for a variety of purposes (e.g., as samples in a portfolio to be viewed by prospective employers or postsecondary educational institutions; as part of a year-end exhibit by the senior class; as part of a thematic display in a cultural centre; for inclusion in a virtual gallery), and apply these standards and conventions when preparing various types of visual art works for presentation (e.g., include an artist's statement with works in their portfolio; ensure that twodimensional works are properly matted and/or framed and ready to hang and that threedimensional works are securely mounted at an appropriate height; ensure that digital reproductions are clear and large enough for the audience to see the details in the work)

demonstrate an understanding of curatorial considerations, including those relating to the purpose of and audience for an exhibition, and explain the impact curatorial judgements (e.g., with respect to venue, inclusion, presentation format, anticipated audience) can have on a collection of art works

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works

demonstrate the ability to support their initial responses to a variety of art works with informed understanding of the works' artistic form and function (e.g., describe their initial response to an art work, and explain in detail how specific aspects of the work's content, formal qualities, and media inform that response)

deconstruct with increasing skill and insight the visual content and the use of elements and principles of design in their own art work and the work of others (e.g., extend their skills in identifying individual elements and principles and aspects of the visual content in an art work, interpreting their function, and analysing their effect; compare and contrast the use of shape, form, line, texture, space, and balance in Frank Lloyd Wright's Falling Water and Moshe Safdie's Habitat)

explain in detail, with reference to a variety of historical and contemporary art works (e.g., the social scenes painted by Pieter Bruegel the Elder; Joseph Paxton’s Crystal Palace; works by Canadian war artists, such as Alex Colville’s Bodies in a Grave or Molly Lamb Bobak’s Private Roy, Canadian Women’s Army Corps), how knowledge of a work’s cultural and historical context, achieved through extensive research, has clarified and enriched their understanding and interpretation of a work’s intent and meaning

describe in detail and reflect on with increasing insight the qualities of their art works and the works of others, and evaluate the effectiveness of these works using a wide variety of criteria (e.g., provide an informed explanation of why a work of art is, or is not, successful with respect to its ability to communicate a message or emotion, its technical and aesthetic conventions, its form and stylistic qualities, its originality)

Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect both social and personal values

analyse, on the basis of research, the function and social impact of different kinds of art works in both past and present societies (e.g., how art works function to decorate private and public space, to investigate and draw attention to themes and issues, to criticize political policy and social norms, to satirize public figures, to memorialize people and commemorate events, to preserve aspects of a people's culture; how works of art can symbolize political, religious, social, or economic power; the power of art to help change personal and public positions on social and political ideas)

assess the impact of socio-economic, political, cultural, and/or spiritual factors on the production of art works (e.g., how artists are affected by oppression, persecution, censorship, or war, or by cultural, political, and/or religious beliefs; how access to locations, materials, technologies, and funding can affect the production of art works)

assess the impact that the creation and analysis of art works has had on their personal identity and values and their perceptions of society (e.g., with reference to their self-awareness and their ability to express their emotions, their cultural and social empathy, their knowledge of and appreciation for their own cultural heritage and the cultural heritage of people in their community, their reaction to stereotypes, their understanding of the issue of cultural appropriation, their appreciation for the natural and built environment around them, changes in their position on social/cultural issues)

Connections Beyond the Classroom: demonstrate an understanding of and analyse the requirements for a variety of opportunities related to visual arts.

analyse, on the basis of self-directed research, the requirements for postsecondary study and for careers of personal interest in arts-related fields (e.g., college and university programs and scholarship opportunities; apprenticeships; opportunities for independent artists; careers in architecture, arts advocacy, art therapy, education, filmmaking, museum or gallery curation, photography)

identify, on the basis of research, and assess a variety of opportunities in their community for involvement in the arts (e.g., interview people at local artists' collectives; research the mission statements of cultural centres that present art exhibitions; explore alternative local venues for art exhibitions, including centres for youth or seniors, malls, theatre lobbies, restaurants)

analyse a variety of local, national, and global arts-based advocacy organizations with reference to the type of work they do, their effectiveness, and the possibility of students' working with them or receiving funding from them (e.g., investigate organizations such as the Ontario Arts Council, the Ontario Crafts Council, the Canada Council for the Arts, UNESCO, the International Association of Art, private foundations that provide grants to artists; prepare an application for a grant or other funding)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

extend their understanding of the elements and principles of design, and use terminology related to these elements and principles correctly and appropriately when creating or analysing a variety of art works (e.g., when analysing how artists' manipulation of space, movement, form, and proportion affects meaning in an installation or an environmental work)

explain in detail terminology related to a wide variety of techniques, materials, and tools (e.g., techniques and materials associated with installation art; additive and subtractive techniques, digital manipulation, impasto, optical colour mixing, pointillism), and use this terminology correctly and appropriately when creating, analysing, and/or presenting art works

explain in detail the stages of the creative process and the critical analysis process, and explain, using appropriate terminology, how these processes contribute to the successful creation and analysis of art works

Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works

extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques used to create a range of textures in an art work, to develop the connection and relationship between forms in a composition, to draw attention to specific parts of a work)

extend their understanding of the variety of conventions used in visual art (e.g., allegory, appropriation, juxtaposition, synectics; conventions associated with formalism, objective and non-objective abstraction, propaganda, realism, social commentary), and explain in detail how they are used in a variety of art works

Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

demonstrate an understanding of legal and ethical issues related to the appropriation of virtual, intellectual, or physical property (e.g., copyright, ownership, censorship, sensitivity towards cultural symbolism or iconography), and apply legal and ethical practices when creating and displaying art works

demonstrate appropriate health and safety procedures and conscientious practices in the selection and use of various materials, techniques, tools, and technologies when producing or presenting art works (e.g., demonstrate safe practices when creating installations, assemblages, earthworks, constructions, multimedia projects; demonstrate appropriate protocols, deportment, and respect for others when working in a studio or visiting a presentation space)

explain how art works can have both a positive and negative impact on the environment (e.g., explain how art works can educate people about environmental issues; identify hazardous substances commonly used in the production of art works, explain their potential environmental impact, and identify the proper way to dispose of them; explain the pros and cons of using recycled materials in their art works)

The Arts

Creating, Presenting, and Performing

The Creative Process: use the creative process, the elements of dance, and a variety of sources to develop movement vocabulary

use the elements of dance to develop and perform a personal movement vocabulary inspired by a variety of stimuli, sources, or themes (e.g., choose five gestures used in everyday life and create a sixteen-bar movement phrase that reflects and exaggerates these gestures; with a partner, generate original movement material based on a personally meaningful source or theme

create and perform phrases that explore two or more elements of dance (e.g., use contrasting shapes such as geometric versus organic while varying the levels; revisit phrases they have created and explore places within the phrases where they can alter their body base)

use the elements of dance to generate and perform movement vocabulary through guided improvisation (e.g., in response to a variety of musical stimuli, allow the body to move in an organic, unrehearsed way while keeping the eyes closed; mirror a partner by standing face to face and moving slowly to copy the exact gestures or actions of the person who is leading)

develop solutions to movement problems using specific guidelines for performance (e.g., present a new perspective on familiar material by taking an eight-count phrase taught in dance technique class and performing it in reverse [retrograde])

Choreography and Composition: combine the elements of dance in a variety of ways in composing individual and ensemble dance creations

demonstrate an understanding of choreographic forms, structures, and techniques in arranging and performing a series of movement phrases (e.g., combine phrases from class to create an ensemble composition; arrange phrases to be performed as a canon)

construct a short dance composition based on a given stimulus (e.g., explore creative ways to use a prop [such as a ball, body bag, large piece of fabric, hockey bag, or stick] as the stimulus and starting point for a short dance composition; use a process or form observed in nature as the basis for a short dance composition; create a short dance based on images from nature in Aboriginal art)

use experimentation to enhance the communicative power of their dance compositions (e.g., create short dance compositions on the same theme both with and without the use of a defined structure, recipe, or stimulus, and assess the expressive potential of each approach)

Dance Techniques: demonstrate an understanding of the dance techniques and movement vocabularies of a variety of dance forms from around the world

apply an understanding of the movement vocabularies used in a variety of dance forms from around the world (e.g., explore and practise the basic movements found in dance forms under the umbrella term “jazz”, including African dance, swing dance, Luigi jazz, and hip hop or breakdancing)

demonstrate accurate memorization and reproduction of dance sequences from verbal, visual, and/or auditory cues (e.g., demonstrate accurately and in the correct order the components of a plié exercise that has been modelled for them; repeat the exercise, making any necessary self-corrections)

arrange and present a sequence using the dance vocabulary and technique from a specific dance form (e.g., in small groups, rearrange and perform a jazz combination)

Performance: apply dance presentation skills in a variety of contexts and performances.

revise and refine movement to enhance dance presentations and performances (e.g., revisit choreography or dance phrases they created and apply teacher and peer feedback to their next work)

apply an understanding of stagecraft in the presentation and performance process (e.g., explore the function of lighting, sound/music, costume, and setting in dance; research the clothing worn in the 1930s to inform their costume choices for a swing dance piece)

apply an understanding of techniques for projecting moods to enhance meaning in dance rehearsals and performances (e.g., use the eyes, facial expression, and direction of gaze to support and enhance the message of the dance)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' dance works and activities

use the critical analysis process to identify and describe a variety of dance forms (e.g., identify and describe key characteristics found in each dance form experienced in the Grade 9 dance program)

explain the difference between the content of dance and the expressive, interpretive aspects, and assess the contribution of each (e.g., assess a particular dance performance in terms of the types of movements included and how well they communicate ideas and feelings; express and support an opinion about the relative importance of content and expression in achieving a successful dance performance)

Dance and Society: demonstrate an understanding of how societies present and past use or have used dance, and of how creating and viewing dance can benefit individuals, groups, and communities

identify and describe the characteristics and function of a social dance within a society (e.g., baroque dance of the court of King Louis XIV of France)

explain how dance exploration can contribute to personal growth and self-understanding (e.g., identify feelings they experience while dancing that contribute to their sense of well-being or self-worth)

demonstrate an understanding of how different types of dance reflect aspects of the culture that produced them (e.g., the sailor's hornpipe in nineteenth-century England evolved from a dance done on the wet deck of a ship)

explain how dance can contribute to a sense of community (e.g., a dance performance can help draw attention to or raise funds for a social or environmental cause in the school or local community)

Connections Beyond the Classroom: demonstrate an understanding of the purpose and possibilities of continuing engagement in dance arts.

identify knowledge, skills, and personal qualities/attitudes they have acquired or strengthened through dance studies that can be applied in other settings and to a variety of careers (e.g., personal qualities such as willingness to take risks, discipline, cooperativeness, empathy, willingness to take responsibility)

identify and describe ways in which dance plays a role in their community (e.g., identify local dance schools and organizations and outline their similarities and differences)

develop a portfolio that records their dancerelated learning in a variety of ways (e.g., in handouts, written work, and project descriptions, in either a digital or a traditional format), and use it to analyse their strengths and areas that need improvement

Foundations

Physiology and Terminology: demonstrate an understanding of, and use correct terminology when referring to, the physiology of movement as it relates to dance

demonstrate an understanding of the importance of a positive body image and a healthy lifestyle to their learning in dance (e.g., identify a skill or a quality they possess that contributes to their learning and achievement in dance and create a collage to celebrate that aspect)

demonstrate an understanding of the nature and function of the skeletal system in relation to the physiology of movement (e.g., create a physical representation of the axial and the appendicular skeleton)

demonstrate, and describe using correct terminology, the movement repertoire of a variety of dance forms from around the world (e.g., define and demonstrate movements associated with jazz dance, such as “rock step”, “isolation”, “hip walk”, “flat back”, “jazz run”, “pivot turn”, “cat walk”; create a dance sequence to illustrate five movement terms)

Contexts and Influences: demonstrate an understanding of the social, cultural, and historical origins and development of dance forms, including their influence on each other and on society

demonstrate an understanding of the origins and development of a given dance form (e.g., trace how elements of African drumming and dancing were combined with techniques of European clog and step dancing to become American tap dance in the 1920s; create a timeline highlighting key personalities and events in the evolution of ballet)

identify and describe ways in which cho - reographers and performers use or have used dance to address social and environmental issues (e.g., identify issues raised in Danny Grossman's 1981 work Endangered Species and discuss their relevance to society today; describe how Isabel Croxatto's Revolution of the Butterflies highlights the urgent need to protect and restore the environment)

identify some shared characteristics of dance forms from around the world and illustrate them through performance (e.g., describe similarities in two or more of hip hop, Afro-Caribbean, folk, and ballroom dance, and identify cultural factors that influenced the development of each form; identify elements in the Aboriginal dances of two different cultures that reveal their connection to nature and the environment)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in dance activities.

identify and follow responsible practices in dance activities (e.g., identify which dance positions and movements are most/least compatible with their level of fitness and/or body type, and establish realizable personal goals for training and performance)

demonstrate collaborative skills during the rehearsal and performance processes (e.g., listen and respond respectfully to others in rehearsals)

identify and follow safe and ethical practices in dance activities (e.g., establish a code of conduct and a list of health and safety guidelines for the dance studio; create a web diagram outlining the key character traits necessary to maintain a safe and healthy environment in the dance class; respect copyright laws; develop a class definition of ethical practices in dance; acknowledge all sources and contributions from others; build on the ideas of others without directly copying from them)

The Arts

Creating and Presenting

The Creative Process: use the creative process and a variety of sources and forms, both individually and collaboratively, to design and develop drama works

use a variety of print and non-print sources (e.g., a still photograph and/or instrumental music; current events headlines from print media; situations and characters from nature) to generate and focus ideas for drama activities and presentations

select and use appropriate forms to suit specific purposes in drama works (e.g., use tableaux to tell a story to a young audience; use improvisational games to dramatize a proverb; develop a ritual that could be part of an Aboriginal celebration)

use role play to explore, develop, and represent themes, ideas, characters, feelings, and beliefs in producing drama works (e.g., use improvisation exercises to explore how they might think, feel, and act in specific real-life situations; write in role as a character who is reflecting on the people, events, and relationships affected by a personal, social, or environmental issue)

Elements and Conventions: use the elements and conventions of drama effectively in creating individual and ensemble drama works, including works based on a variety of sources

use the elements of drama to suit an identified purpose and form in drama presentations (e.g., use a historical conflict as the focus for a dramatic monologue revealing a real or fictional character's attitudes, feelings, and reactions; use a futuristic, science-fiction setting for a mask comedy about an environmental or social issue)

use a variety of conventions to develop character and shape the action in ensemble drama presentations (e.g., use corridor of voices or a day in the life to extend their understanding of characters; use flashbacks or flash forwards to introduce new perspectives or create tension)

Presentation Techniques and Technologies: use a variety of presentation techniques and technological tools to enhance the impact of drama works and communicate for specific audiences and purposes.

identify and use a variety of techniques or methods for establishing a rapport between performer and audience (e.g., techniques such as breaking the fourth wall, direct address, adapting performance style to suit a particular type of audience [children versus adults])

use a variety of expressive voice and movement techniques to support the depiction of character (e.g., use volume, tone, accent, pace, gesture, and facial expression to reveal character and/or intention)

use a variety of technological tools to communicate or enhance specific aspects of drama works (e.g., lighting, sound, props, set, costumes)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others' drama works and activities

use the critical analysis process before and during drama projects to identify and assess individual roles and responsibilities in producing drama works (e.g., use journal writing, teacher-guided reflection, cooperative problem solving, writing in role, and discussion to identify team members' skills and knowledge and assess their use in project tasks)

interpret short drama works and identify and explain their personal response to the works (e.g., analyse fairy tales, myths, or legends to clarify the feelings or motives of primary and secondary characters; use journal writing, writing in role, group discussion, and/or teacher-guided reflection to identify and clarify their ideas and opinions about a variety of drama works)

identify aesthetic and technical aspects of drama works and explain how they help achieve specific dramatic purposes (e.g., write a report outlining the technical and aesthetic strengths of a peer's presentation, using appropriate terminology; describe how basic stagecraft has been applied in a drama; identify and explain or justify their own and others' aesthetic decisions using journals, checklists, or rubrics)

Drama and Society: demonstrate an understanding of how societies present and past use or have used drama, and of how creating and viewing drama can benefit individuals, groups, and communities

identify and explain the various purposes that drama serves or has served in diverse communities and cultures from the present and past (e.g., to provide entertainment; to highlight or interpret religious or ethical beliefs, as in ancient Greece or in Aboriginal cultures; to celebrate or commemorate key traditions or historical events of a culture or country)

explain how dramatic exploration can contribute to personal growth and selfunderstanding (e.g., explain how attributes such as self-awareness, empathy, confidence, and a willingness to take risks are developed and strengthened through drama activities; discuss the importance of the spoken word and rap to give voice to some cultures)

explain how dramatic exploration helps develop group skills and appreciation of communal values (e.g., record in a journal what they learned about collaboration, negotiation, mediation, and listening techniques during the rehearsal process; explain how drama can help strengthen community among both presenters and audience)

identify ways in which dramatic exploration promotes an appreciation of diverse cultures and traditions (e.g., describe what they learned from experiencing different perspectives on reality through drama works based on Aboriginal and/or international sources)

Connections Beyond the Classroom: identify knowledge and skills they have acquired through drama activities and ways in which they can apply this learning in personal, social, and career contexts.

identify specific collaborative skills and attitudes that are required in preparing and staging drama works and explain how they can be applied in other fields or activities (e.g., acting/ directing: willingness to take risks, negotiating skills, flexibility, self-confidence; stage managing: listening skills, willingness to consult, organizing skills, people-management skills)

identify specific social skills and personal characteristics they have acquired or strengthened through drama work that can help them succeed in other areas of life (e.g., describe their personal development in areas such as risk taking, self-confidence, self-awareness, listening, questioning, negotiating, consensus building)

identify and describe various roles, responsibilities, and competencies of key personnel in theatre work (e.g., director, actor, stage manager, set/costume designer, front-of-house administrator, executive producer)

Foundations

Concepts and Terminology: demonstrate an understanding of the nature and function of drama forms, elements, conventions, and techniques, including the correct terminology for the various components

identify the drama forms, elements, conventions, and techniques used in their own and others' drama works, and explain how the various components are used or can be used to achieve specific purposes or effects (e.g., explain how character interactions are used to create humour, how flashbacks are used to clarify motive, or how flash-forwards are used to heighten tension or create dramatic irony)

use correct terminology to refer to the forms, elements, conventions, and techniques of drama (e.g., tableau, blocking, setting, improvisation, flash-forward, guided tour, upstage)

demonstrate an understanding of production roles, practices, and terminology when planning and presenting drama works (e.g., technical rehearsal, dress rehearsal, props list, entrance cue, speech cue)

Contexts and Influences: demonstrate an understanding of the origins and development of drama and theatre arts and their influence on past and present societies

describe the origins and development of various drama forms, elements, conventions, and techniques (e.g., report on the role of the chorus in Greek theatre or the clown in slapstick comedy; report on how the changing uses of the thrust stage and the proscenium stage reflect developments in drama)

describe ways in which contemporary dramas show the influence of social trends (e.g., identify topical themes and/or familiar stereotypes in popular films and television dramas; compare the roles played by women characters today and in the past)

Responsible Practices: demonstrate an understanding of safe, ethical, and responsible personal and interpersonal practices in drama activities.

identify and follow safe and ethical practices in drama activities (e.g., find ways to ensure the emotional safety [trust] and physical safety of themselves and others, both onstage and offstage; identify and follow guidelines for avoiding plagiarism and for respecting/protecting their own and others' intellectual property rights)

identify and apply the skills and attitudes needed to perform various tasks and responsibilities in producing drama works (e.g., demonstrate respect for others and use focused listening, negotiating, consensus-building, and collaborative skills in group work)

demonstrate an understanding of theatre and audience etiquette, in both classroom and formal performance contexts (e.g., listen attentively during school performances and assemblies)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create integrated art works/productions, individually and/or collaboratively

use a variety of strategies (e.g., brainstorming with a partner, word webs, mind maps) to generate ideas to address an integrated arts challenge, individually and/or collaboratively

use exploration, input, and reflection to develop, revise, and refine plans for integrated art works/productions, individually and/or collaboratively (e.g., use a think-pair-share strategy to explore ideas and select one for their art work; use a checklist to develop their plan; reflect on the input of their peers and revise their plan as appropriate)

use the appropriate stages of the creative process to produce and present preliminary integrated art works, individually and/or collaboratively, in response to creative challenges (e.g., a multidisciplinary art work on a topic such as folklore, body image, or the environment; a work that integrates drama and music to represent a First Nation, Métis, or Inuit world view), and revise their works on the basis of peer- and self-assessment (e.g., present versions of their preliminary work to a small group of their peers and make notes on the group's response; reflect on the applicability of the input before revising their work)

Elements and Principles: apply key elements and principles from various arts disciplines when creating, modifying, and presenting art works, including integrated art works/productions

select and apply a combination of key elements and principles from more than one arts discipline when creating and presenting integrated art works/productions (e.g., combine the elements of space and energy from dance with focus from drama to depict a “living” art work; create a work that combines the principle of rhythm from visual arts with the element of duration from music; present a work that applies the principles of point of view and hybridization from media arts with the element of role/character from drama)

modify the elements and/or principles of an existing art work to achieve a particular intent (e.g., change the use of space in a dance presentation to convey a feeling of entrapment; change the point of view in a film clip to reflect the perspective of a minor character; modify the pitch and/or dynamics of the soundtrack for an animation to create a feeling of suspense), and compare the effects of the original and modified works

Tools, Techniques, and Technologies: use a variety of tools, techniques, and technologies to create integrated art works/productions that communicate specific messages and demonstrate creativity

integrate media/materials, tools, and techniques from more than one arts discipline to create an integrated art work/production that communicates a specific message (e.g., in the style of Barbara Kruger or Jenny Holzer, create a work that conveys a message on an issue such as the dangers of smoking, the causes and/or effects of global warming, or another issue of interest to them; create a video and/or audio public service announcement to inform a specific audience about a current issue)

use technologies, tools, and techniques associated with more than one arts discipline to create integrated art works/productions that demonstrate creativity (e.g., create a music video that dramatizes their response to a particular piece of music; create a stage production using a digital sound track, video projection, and contemporary dance techniques)

Presentation and Promotion: present and promote art works, including integrated art works/ productions, for a variety of purposes, using appropriate technologies and conventions.

apply current technologies to present integrated art works/productions (e.g., add digitally designed lighting and music to enhance a drama presentation; present a virtual, interactive, and/or web-based version of a live project; present their work in a virtual gallery)

demonstrate an understanding of and apply appropriate standards, conventions, and practices associated with the preparation, promotion, and presentation of art works, including integrated art works/productions, for a variety of purposes (e.g., format works for presentation in a gallery or for inclusion in a portfolio; describe the procedures and tools used to promote a production, including posters, tickets, programs)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by applying it to study works from various arts disciplines as well as integrated art works/productions

identify and communicate their initial reaction to works from a variety of arts disciplines, using various strategies and modes of communication (e.g., a small-group or class discussion, a placemat exercise, a blog, a journal)

identify and describe the elements and principles used to create integrated art works (e.g., Noh theatre, music videos, installation or performance art, ballet), and describe the methods used to combine these elements and principles into unified art works

identify and reflect on the qualities of their own art works and the works of others (e.g., using a journal, a blog, discussions with peers), and evaluate the effectiveness of these works

The Function of the Arts in Society: demonstrate an understanding of various functions of the arts in past and present societies

describe the role of the arts as a vehicle for both cultural expression and the individual expression of the artist, with reference to works from both the past and the present (e.g., describe how a specific work of art conveys the artist's personal perspective; prepare a model demonstrating a ceremony or ritual, and explain its cultural significance; prepare a presentation on the cultural significance of different types of clothing; listen to popular music of the 1920s and describe its connections to changing cultural/social mores of that decade; compare indigenous dances from different parts of the world with respect to their cultural meaning)

communicate an understanding of the ability of the arts to inform and instruct and to contribute to social change (e.g., with a partner, research art works that communicate a specific message, and describe their effect; explore and describe the purpose of art works created for a specific audience, including works intended for a local, national, and global audience; describe the intention and techniques of didactic drama such as Augusto Boal's Theatre of the Oppressed; research and report on protest songs from different eras; prepare a presentation on the use of propaganda art during the Cultural Revolution in China; describe the influence of current music videos on youth culture)

Values and Identity: demonstrate an understanding of how creating, presenting, and analysing art works has affected their understanding of personal, community, and cultural values and of Canadian identity

describe how creating, presenting, and analysing a variety of art works has affected their personal values and their awareness of the values of their community and culture and those of other cultures (e.g., how reflecting on their initial reaction to an art work has helped them understand their own values; how creating an art work addressing an issue of local importance has contributed to their awareness of the values of their community; how analysing art works from a variety of cultures has contributed to their awareness of the values of those cultures)

demonstrate an understanding of how exploring the arts has affected their perception and understanding of Canadian identity (e.g., their understanding of Canadian multiculturalism; their understanding of issues that concern Canadians, including Aboriginal peoples; their awareness of the diversity of the artistic community in Canada)

Connections Beyond the Classroom: describe the types of skills developed through creating, presenting, and analysing art works, including integrated art works/productions, and identify various opportunities to pursue artistic endeavours outside the classroom.

identify skills, character traits, and work habits that are developed through the processes of creating, analysing, presenting, and/or promoting art works, including integrated art works/productions (e.g., problem-solving skills; technical skills; their ability to express themselves; character traits developed through collaboration, such as cooperativeness, flexibility, and respect for the opinion of others; ability to work in teams and independently), and describe how they can be applied outside the classroom (e.g., create a visual organizer to compare integrated arts skills with Essential Skills in the Ontario Skills Passport or Human Resources and Skills Development Canada [HRSDC] Essential Skills; describe how their cooperative work habits can be applied in family situations or in their job; describe how they can use their analytical skills when attending arts-related presentations in their community)

identify and explore arts-related careers and secondary and postsecondary pathways that reflect their interests and skills (e.g., create a list of college and university programs and apprenticeships related to their field of interest in the arts; conduct on-line research on arts-related careers; hold mock interviews for a position in the arts and culture industry; create a personal skills inventory and compare it to the skills required in their field of interest; interview [online or in person] an artist in their community about that person's career choice)

identify opportunities for continuing engagement in artistic and cultural endeavours beyond the classroom, and communicate their findings (e.g., brainstorm in small groups to create a list of various community arts programs, organizations, and activities, such as ballroom dancing, community bands, choirs, arts centres, theatre groups; research ways to become involved in arts advocacy; compile a list of arts-related hobbies or arts-appreciation opportunities)

Foundations

Terminology: demonstrate an understanding of, and use proper terminology when referring to, elements, principles, and other key concepts related to various arts disciplines;

use appropriate terminology related to elements, principles, and other key concepts when creating, analysing, or presenting various types of art works (e.g., use appropriate terminology when writing a simple melody with a partner, when creating a framing project in media arts, when designing a school uniform that reflects the values and culture of their school, when using flash animation or music to enhance a website, when describing their initial reaction to a painting; design a “terminology bingo” game using key terms related to the various arts disciplines)

demonstrate an understanding of elements, principles, and other key concepts associated with the various arts disciplines (e.g., describe examples of energy, tension, point of view, hybridization, duration, colour, balance; create a word wall of important terms, organized by discipline), and identify those terms that are common to more than one discipline

describe similarities and differences in approaches to the creative process within various arts disciplines (e.g., with reference to inspiration in drama and visual arts, experimentation in dance and music, presentation in media arts and music)

Contexts and Influences: demonstrate an understanding of symbols and themes associated with art works produced by various cultures, and describe past and present influences on various arts disciplines

demonstrate an understanding of common symbols and themes in past and present art works from a variety of cultures, including First Nation cultures (e.g., explore world views and values inherent in Aboriginal cultural symbols; compile a list of and describe symbols that are used in art works associated with a particular cultural identity; describe the symbols or themes used in applied art works such as logos for companies or branding of products)

describe, on the basis of research, themes in the work of some past and/or present artists, including Canadian artists, whose body of work incorporates more than one art form (e.g., prepare a short presentation on themes explored by artists such as Vera Frenkel, Robert Lepage, Tomson Highway, Michael Snow, Janet Cardiff

describe, on the basis of research, past and present influences from around the globe on different arts disciplines (e.g., colonization and decolonization, technological developments, historical immigration and settlement patterns, religion, philosophical or social movements)

Conventions and Responsible Practices: demonstrate an understanding of conventions and responsible practices associated with various arts disciplines, and apply these practices when creating, presenting, and experiencing art works.

identify and appropriately apply conventions associated with the experiencing of various types of art works (e.g., develop a protocol for etiquette in a gallery/museum, concert hall, or theatre, and create a poster illustrating this protocol)

demonstrate an understanding of safe and conscientious work practices associated with the various arts disciplines, and apply these practices when engaged in the creative process (e.g., create a quiz based on Workplace Hazardous Materials Information System [WHMIS] guidelines; follow instructional manuals or the teacher's instructions when using new tools and technologies; demonstrate respect for the work of other students; create classroom rules and expectations through small-group discussions)

identify, on the basis of research, ethical and legal practices related to the various arts disciplines, and apply these practices when creating, presenting, or promoting art works, including integrated art works/productions (e.g., use media from Creative Commons; use accepted sources for stock photography; seek permission and provide appropriate credit when borrowing from the work of visual artists, composers, and/or choreographers; respect cultural protocols when exploring First Nation, Métis, and/or Inuit art forms)

identify environmental issues associated with the arts, and apply environmentally responsible practices when creating and presenting art works, including integrated art works/productions (e.g., dispose of paint containers in an environmentally responsible way; recycle batteries and toner cartridges; source environmentally friendly materials)

The Arts

Creating and Presenting

The Creative Process: apply the stages of the creative process when performing notated and/or improvised music and composing and/or arranging music

apply the creative process when performing notated and/or improvised music (e.g., explore variations in and make artistic decisions about tempo, dynamics, and phrasing and related aspects of articulation; experiment with a variety of possible responses in a call-and-response activity; perform music for a partner, and reflect on his or her feedback in order to refine aspects of their performance)

apply the creative process when composing and/or arranging music (e.g., use the applicable steps of the creative process when arranging an existing melody for performance on their instrument or when creating a simple composition for available percussion instruments; explore sounds from the human-created or natural environment as possible inspiration for a musical composition; refine their composition/arrangement on the basis of peer- and self-assessment)

The Elements of Music: apply elements of music when performing notated and improvised music and composing and/or arranging music

apply the elements of music and related concepts appropriately when interpreting and performing notated music (e.g., accurately play or sing notated articulations such as slurs, accents, staccato; play or sing repertoire with accurate pitch and intonation; play or sing maintaining a consistent tempo; accurately interpret dynamic intensities as indicated in notated musical phrases; play or sing with tone colour appropriate to the repertoire)

manipulate the elements of music and related concepts appropriately when improvising melodies and rhythms (e.g., when practising rhythmic call-and-response patterns and scales; when improvising melodies and rhythms using diatonic and pentatonic patterns; when improvising simple two-bar call-and-response melodies and rhythms; when improvising simple four-bar diatonic melodies over accompaniments generated by accompaniment software and representing a variety of accompaniment styles)

apply the elements of music and related concepts appropriately when composing and/or arranging simple pieces of music (e.g., when writing a four-bar rhythm pattern that could be used as the basis for a composition; when writing a simple diatonic melody over a prescribed harmonic progression; when creating a simple composition using melody and rhythm in binary form)

Techniques and Technologies: use a variety of techniques and technological tools when performing music and composing and/or arranging music.

demonstrate technical skill when performing notated and/or improvised music (e.g., perform a sixteen-bar melody using proper bow or finger technique; correctly perform articulations when sight-reading a piece of music; play a wind instrument or sing with suitable breath control)

apply compositional techniques when composing and/or arranging simple pieces of music (e.g., compose a simple melody with an effective melodic shape; arrange selected melodies to reflect specific musical forms)

use current technology when practising, performing, composing, and/or arranging music (e.g., use available technology to record their performance or composition for self-assessment or to record a performance for evaluation; use notation software when composing simple melodies; perform with accompaniment software)

Reflecting, Responding, and Analysing

The Critical Analysis Process: use the critical analysis process when responding to, analysing, reflecting on, and interpreting music

listen to selections that represent a variety of musical styles and genres, and identify and reflect on their personal responses to them (e.g., their initial reaction to an in-class performance by their peers; their favourite contemporary commercial music groups and the aspects of this music that they enjoy; their favourite parts of their band repertoire and what they like about them; the influence of specific pieces, styles, or genres on their arrangements or performance)

identify and describe the use of elements and other components of music in a variety of selections, including their performance repertoire (e.g., describe melodic characteristics, rhythmic components, signs and symbols, dynamics, and timbres in the print version of a choral selection before hearing the selection; describe how elements are used for expressive purposes in an arrangement being performed by the class, and how changes in these elements might alter the expressive qualities of the performance; describe technical aspects of a professional performance)

describe the difference between technical aspects and expressive aspects of music, with particular emphasis on shaping musical phrases and choosing appropriate tempo, and assess the contribution of both aspects to the successful interpretation of musical selections (e.g., demonstrate both technical and expressive characteristics when interpreting music in performance; address both technical and expressive characteristics when analysing musical performances)

conduct research to gather reliable information relating to specific music, musicians, and the musical opinions of others, and describe the impact this information has had on their own opinions or assessments (e.g., listen to, read about, and discuss with their peers a selection of music by a contemporary artist or group; assess the reliability of the judgements expressed in their sources; describe how a particular source has influenced their opinions and/or why a different source has not influenced them)

Music and Society: demonstrate an understanding of how traditional, commercial, and art music reflect the society in which they were created and how they have affected communities or cultures

identify and describe ways in which traditional music reflects the society in which it was created and how it has affected communities or cultures (e.g., the Celtic influence on East Coast fiddle music as a reflection of historical immigration patterns to Canada, and how this music has contributed to the local community; the focus of the music in ceremonies and celebrations of some of Canada's Aboriginal peoples; how instruments and scale patterns used in traditional Chinese music contributed to the creation and preservation of a distinct musical style in China)

identify and describe ways in which commercial music reflects the society in which it was created and how it has affected communities or cultures (e.g., Big Band and other popular music during World War II as a source of support for the troops; the inspiration for the Seattle Grunge scene in the 1990s and its cultural impact; the links between reggae and Rastafarianism)

Skills and Personal Growth: demonstrate an understanding of how performing, creating, and critically analysing music has affected their skills and personal development

identify and describe how the study of music has contributed to their personal growth (including the development of their values), their ability to express themselves, their awareness of the aural world around them (both human-created and natural), and their awareness of others (e.g., how expressing themselves through performing or creating music has affected their self-awareness; how musical study has affected their appreciation of the aesthetic value of the sounds of nature and their awareness of people from other communities or cultures)

describe the development of their musical skills and knowledge, and identify the main areas they will focus on for improvement (e.g., use journals and reflective practice logs as means of self-assessment; listen to and reflect on their own work; reflect on the input of peers and/or the teacher; compare their performance to an exemplary performance to help them identify areas for improvement)

identify and describe some of the interpersonal skills and work habits that contribute to the successful completion of individual and collaborative musical tasks (e.g., the importance of punctuality, active participation, and activelistening, team-building, and leadership skills when participating in ensembles; the importance of preparation and perseverance when working independently)

Connections Beyond the Classroom: identify and describe various opportunities for continued engagement in music.

identify and describe a variety of work or career possibilities related to music study (e.g., explore job websites; interview a freelance musician and report on his or her typical work week; identify the positions and track the responsibilities of all the people involved in the production and marketing of a commercial recording, including those involved in touring and publicity)

identify and describe possible opportunities for continued musical study both in and out of school (e.g., the secondary courses necessary to go on to music-related study at a college or university; music or arts camps/workshops, including those offered through the Ontario Educational Leadership Camp, that are available to Ontario students; ways to extend their music learning outside of the classroom, including private lessons, music clubs)

identify opportunities for and explain the benefits of participating in co-curricular music activities and other arts activities in the school (e.g., bands and/or choirs; opportunities to coordinate music for drama or dance presentations; opportunities related to arts activities outside of music, such as decoration, design, or technical opportunities associated with school events)

Foundations

Theory and Terminology: demonstrate an understanding of music theory with respect to concepts of notation and the elements and other components of music, and use appropriate terminology relating to them

demonstrate an understanding of the elements of music, particularly through practical application and aural recognition, and use appropriate terminology related to these elements (e.g., describe scales and scale patterns, and perform them with appropriate dynamic contrasts and articulation and varied rhythms; describe the main characteristics of a variety of styles of music with reference to their use of elements, and use accompaniment software programs to demonstrate them; identify the elements of music in a range of aural samples; use correct terminology to describe the elements of music in a selection they are preparing for performance; identify and describe various textures in music [monophonic, homophonic, polyphonic])

demonstrate an understanding of, and use proper terminology when referring to, fundamental concepts associated with notation (e.g., identify notes of the grand staff; identify and describe the meaning of signs and symbols; notate scale patterns; identify and demonstrate their understanding of varied tempo and expressive markings in the music in their repertoire; describe the cycle of fifths; transpose a vocal line from another range into their voice range)

reproduce or identify accurately, from notation and/or listening, simple melodic, rhythmic, and harmonic examples (e.g., accurately play or sing notated rhythm patterns at sight; identify simple sound layering and voicings in aural samples; identify given intervals in a major scale from aural samples, and notate the intervals; identify major or minor tonality in examples and/or repertoire)

Characteristics and Development of Music: demonstrate an understanding of the history of some musical forms and of characteristics of types of music from around the world

demonstrate an understanding of the origins and development of some musical forms (e.g., identify composers within a particular genre and situate them on a timeline; describe the development of music associated with rituals and ceremonies in various cultures)

identify and describe shared and unique characteristics of types of music from around the world, including Aboriginal music (e.g., the use of instruments in Aboriginal song; the ways digital sound is used in contemporary music; the use of dissonance in choral music from various cultures)

Conventions and Responsible Practices: demonstrate an understanding of responsible practices and performance conventions relating to music.

identify and describe key physical and health considerations associated with practising, performing, and listening to music (e.g., the correct body posture for playing their musical instrument; the function of the major muscles and the skeleton in performance situations; the importance of keeping their instrument clean and well maintained; the risks from exposure to loud sounds and the precautions necessary to protect hearing when performing or listening to loud music)

demonstrate an understanding of conventions related to music performance, with reference to both performers and audience members (e.g., demonstrate respect for others within the ensemble; respond to non-verbal communication from the conductor's podium; explain why the audience might applaud in the middle of a piece performed by a jazz quartet but not by a classical orchestra)

identify ethical and legal responsibilities associated with music (e.g., conduct a role play to illustrate responsibilities related to copyright law; brainstorm to develop a list of emerging forms of music distribution on the Internet and ethical and legal issues associated with them)

The Arts

Creating and Presenting

The Creative Process: apply the creative process to create a variety of art works, individually and/or collaboratively

use a variety of strategies, individually and/or collaboratively, to generate ideas and to develop plans for the creation of art works (e.g., use research, synectic charts, and/or a class brainstorming session to generate a variety of creative ideas; reflect on the suitability of the ideas and choose one to serve as the basis for their plan; use notes and/or thumbnail sketches to develop their plans; revise their plans on the basis of peer- and self-assessment)

use exploration/experimentation, reflection, and revision when producing a variety of art works in each of the following areas: drawing, sculpture, painting, and printmaking (e.g., explore a variety of materials and/or techniques; reflect on the input of their peers; refine their art work on the basis of useful feedback)

document their use of the creative process in a portfolio (e.g., include thumbnail sketches of ideas and/or plans, notes on or examples of the results of experiments with different media or techniques, and copies of their preliminary and final work to show evidence of revision and artistic growth), and refer to this portfolio to reflect on how effectively they have used the creative process

The Elements and Principles of Design: apply elements and principles of design to create art works for the purpose of self-expression and to communicate ideas, information, and/or messages

explore elements and principles of design, and apply them to create art works that express personal feelings and/or communicate emotions to an audience (e.g., explore the use of colour, texture, and/or space to express specific emotions)

apply elements and principles of design to create art works that communicate ideas and information (e.g., an informational public service poster on a social issue such as bullying or protecting the environment)

Production and Presentation: produce art works, using a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.

explore and experiment with a variety of media/materials and traditional and/or emerging technologies, tools, and techniques, and apply them to produce art works (e.g., experiment with contemporary art-making methods and materials; incorporate found objects, digital images, and mixed media into their art work; use alternative painting surfaces and implements)

use appropriate practices to prepare their art works for presentation (e.g., complete all aspects of their art works; sign and date and/or number their works and prepare appropriate labels for them; mount, mat, and/or frame their works, as appropriate)

demonstrate an understanding of some of the ways in which art works can be presented to reach a variety of audiences (e.g., peers in a classroom, a range of students and teachers in a school, a broader audience at a venue in the community)

Reflecting, Responding, and Analysing

The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting on various art works

identify and describe their initial reactions to a variety of art works (e.g., their emotional reaction to a work such as Paul Peel’s After the Bath; their first impression of a work’s mood, subject, intent)

identify, on the basis of examination, elements and principles of design used in various art works, and describe their effects (e.g., the use of value to enhance contrast between foreground and background; the use of colour to contribute to mood, depth, and/or unity)

interpret a variety of historical and/or contemporary art works (e.g., prehistoric cave paintings, Egyptian tomb paintings, Claes Oldenburg’s Shoestring Potatoes Spilling from a Bag) to identify their subject matter and purpose and the meanings they convey

use a variety of strategies (e.g., peer- and self-assessment, formal and informal critiques, small-group and class discussions) to identify and reflect on the qualities of their own art works and the works of others, and evaluate the effectiveness of these works

Art, Society, and Values: demonstrate an understanding of how art works reflect the society in which they were created, and of how they can affect personal values

identify the functions of various types of art works (e.g., advertising, environmental installations, religious art works, satirical works) in past and present societies

identify ways in which various art works reflect the society in which they were created (e.g., the cave paintings at Lascaux, the pyramids at Giza, the Parthenon, the Qin terracotta warriors and horses)

identify ways in which creating and/or analysing art works has affected their personal identity and values (e.g., with reference to their self-perception, their level of empathy, their awareness of stereotypes, their awareness of their emotions and their ability to express them)

Connections Beyond the Classroom: demonstrate an understanding of the types of knowledge and skills developed in visual arts, and identify various opportunities related to visual arts.

identify types of knowledge and skills acquired in visual arts (e.g., knowledge related to visual literacy; creative problem-solving skills, visual communication skills), and describe how they could be applied in a variety of areas of personal and professional life

identify a variety of secondary and postsecondary pathways and careers related to visual arts (e.g., postsecondary arts programs; careers in advertising, animation, art therapy, fashion design, graphic design)

identify, on the basis of exploration, a variety of personal opportunities in their community in cultural or other fields related to visual arts (e.g., opportunities to be involved with design and/or decoration for multicultural events, school plays or exhibits, and/or community festivals; opportunities to design posters for a variety of events; volunteer or job opportunities at a local organization where they could use and/or develop their skills in visual arts)

Foundations

Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components related to visual arts

use appropriate terminology when identifying and describing the use of elements and principles of design in their own art works and the works of others (e.g., when describing the use of colour, value, and proportion in Tom Thomson’s The Jack Pine, the use of line and space in Sol LeWitt’s X with Columns, or the use of layers of tone and texture in Eva Hess’s Contingent)

use appropriate vocabulary to describe techniques, materials, and tools when creating and presenting visual art works (e.g., brayers, conté, frottage, markers, painting techniques, pencil techniques, relief, stencil)

identify the stages of the creative process and the critical analysis process using appropriate terminology (e.g., in small groups, draw labelled diagrams to illustrate the stages of the creative and critical analysis processes)

Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works

demonstrate an understanding of some techniques that artists use to achieve specific effects (e.g., the use of cross-hatching to create a feeling of depth and dimension; the use, in watercolour painting, of a transparent wash of colour to create the effect of light coming through the composition)

demonstrate an understanding of some of the conventions used in visual art works (e.g., the use of metaphor, similes, symbols, synectics to create a specific effect or to communicate an idea; the use of conventions associated with narrative art)

Responsible Practices: demonstrate an understanding of responsible practices related to visual arts.

identify some legal and ethical issues associated with visual arts (e.g., copyright and ownership issues), and demonstrate legal and ethical practices when creating, presenting, and/or promoting art works (e.g., seek permission before reproducing copyrighted material)

demonstrate safe and conscientious practices associated with the use of materials, tools, and technologies in visual arts (e.g., identify hazardous materials and adopt appropriate precautions and/or protective measures when using them; demonstrate respect for property, including classroom facilities, tools, equipment, and technological devices)

demonstrate an understanding of how the production and presentation of art works can affect the environment, and apply environmentally responsible practices when creating and presenting art works (e.g., reduce, reuse, and recycle when possible; limit their use of environmentally hazardous substances or non-sustainable resources; dispose of materials in environmentally responsible ways)