ANDLABRADOR ArtsEducation A · uniqueness in all aspects of teaching and learning. The curriculum is designed to build awareness for career possibilities in the cultural sector

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Foundation for the Province ofNewfoundland and Labrador

Arts Education Curriculum

Arts Education

GOVERNMENT OFNEWFOUNDLANDANDLABRADOR

iFoundation for the Province of Newfoundland and Labrador Arts Education Curriculum

ContentsPage

Acknowledgments ................................................................................................................................. iii

Vision ............................................................................................................................................................ v

Introduction ............................................................................................................................................... 1Purpose of the Document .......................................................................................................................... 1Rationale ..................................................................................................................................................... 1Key Features of the Curriculum .................................................................................................................. 2

Outcomes ................................................................................................................................................... 5A Common Approach .................................................................................................................................. 5Essential Graduation Learnings (EGLs) ...................................................................................................... 7The Nature of Arts Education ................................................................................................................... 11Organizing Strands and General Curriculum Outcomes .......................................................................... 12Key-Stage Curriculum Outcomes ............................................................................................................. 13

Contexts for Learning and Teaching .............................................................................................. 39Principles Underlying Arts Education ....................................................................................................... 39The Learning Environment ........................................................................................................................ 39The Creative Process ............................................................................................................................... 42Equity and Diversity ................................................................................................................................. 43Roles Within Arts Education ..................................................................................................................... 44Assessing and Evaluating Student Learning ............................................................................................ 45

Resources ................................................................................................................................................ 49Introduction ............................................................................................................................................... 49Criteria for Selecting Resources .............................................................................................................. 49The Range of Human Resources .............................................................................................................. 49The Range of Material Resources ............................................................................................................ 50EGL Annotation for Newfoundland and Labrador ..................................................................................... 51

Appendix The Atlantic Canada Essential Graduation Learnings

i i Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum

iiiFoundation for the Province of Newfoundland and Labrador Arts Education Curriculum

AcknowledgmentsThis foundation document is based on the work of the APEF regional committee. The Departments ofEducation of Newfoundland and Labrador gratefully acknowledge the contributions of the following groups andindividuals toward the development of this document.

• The regional arts education committee members, who provided direction with respect to the development ofthis foundation document include the following:

Province of New BrunswickGervais Warren, Fine Arts ConsultantDepartment of Education

Andrea Hopkins, TeacherTantramar Regional High School Sackville

Province of Newfoundland and LabradorAlex Hickey, Program Development Specialist forFine Arts, Department of EducationSt. John’s

Ki Adams, Faculty of Music EducationMemorial UniversitySt. John’s

Province of Nova ScotiaBrenda Porter, Arts Education ConsultantDepartment of Education

Manon Daneau, TeacherCobequid Education CentreTruro

Province of Prince Edward IslandVicki Allen Cook, Arts Education Consultant,Department of Education

Ruth Smith, TeacherSherwood ElementaryCharlottetown

Bob Nicholson, Teacher Montague Regional High SchoolMontague

• The provincial working groups, comprising artists, teachers, and other educators in New Brunswick,Newfoundland and Labrador, Nova Scotia, and Prince Edward Island, who provided input and feedback tothe document during the development process

• The APEF Evaluation Directors Committee for their help in the development of the section entitled Assessingand Evaluating Student Learning

iv Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum

vFoundation for the Province of Newfoundland and Labrador Arts Education Curriculum

VisionThe Atlantic Canada arts education curricula are shaped by avision of enabling and encouraging students to engage in thecreative, expressive, and responsive processes of the artsthroughout their lives.

vi Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum

1Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum

Purpose of theDocument

Foundation for the Atlantic CanadaArts Education Curriculum isintended as a framework for drama,music, and visual arts educationprograms in the Atlantic provinces.It offers a vision of what artseducation can become throughcollaboration among students,teachers, administrators, artists,and other community members.

The document provides aframework on which educators andothers in the learning communitycan base decisions concerninglearning experiences, instructionaltechniques, and assessmentstrategies. This framework providesa coherent, integrated view of artseducation and reflects currentresearch, theories, and classroompractice.

Within this context, the documenthas four purposes:• to provide educators and the

general public with an outline ofthe vision, philosophy, andoutcomes framework for artseducation in Atlantic Canada

• to articulate the scope andsequence of learning in the artsfrom school entry to grade 12

• to provide a foundation uponwhich educators and others inthe learning community maymake decisions concerninglearning experiences in andthrough the arts

• to inform subsequentdevelopment of curriculumguides in the arts from schoolentry to grade 12

Rationale

Education in the arts isfundamental to the aesthetic,physical, emotional, intellectual,and social growth of the individual.It provides students with uniqueways of knowing, doing, living,and belonging in the globalcommunity. It also has a key role inthe development of creativity andimagination.

Through arts education, studentscome to understand the values andattitudes held by individuals andcommunities. Learning in the artscontributes to an empathetic worldview and an appreciation andunderstanding of the relationshipamong peoples and theirenvironments.

Education in the arts and learningin other subject areas through thearts develop the Atlantic Canadaessential graduation learnings:aesthetic expression, citizenship,communication, personaldevelopment, problem solving, andtechnological competence.

Introduction

2 Foundation for the Province of Newfoundland and Labrador Arts Education Curriculum

Key Features of theCurriculum

Outcomes define the curriculum.

The identification of outcomesclarifies for students, teachers,parents, and administrators specificexpectations of what studentsshould know, be able to do, andvalue as a result of their learningexperiences in the arts.

The curriculum frameworkdescribes both arts educationgeneral outcomes and key-stagecurriculum outcomes specific toeach of the arts disciplines-drama,music, and visual arts.

The commonalities among the artsdisciplines–drama, music, andvisual arts–are identified in thegeneral curriculum outcomes. Thekey-stage curriculum outcomesarticulated for each of thedisciplines identify the uniquenature of each. Students have theopportunity to engage in a broadrange of experiences in drama,music, and visual arts, as well asexperience focussed study indiscipline electives.

The curriculum provides a basis forassessing student achievement.

The outcomes framework providesreference points for teachers toinform their instructional practiceas they monitor students’ progress.Assessment involves more than a

judgment made about aperformance or presentation afterlearning has taken place. It isrecognized that students have aresponsibility for their ownlearning. As a continuous,collaborative, comprehensiveprocess, assessment can be apowerful tool to enhance students’learning when self-assessment is anintegral part of that learning.

The artistic development of allstudents is nurtured.

Students develop and learn atdifferent rates and in differentways. The curriculum recognizesthe diversity among students andprovides for a range of learningstyles, instructional strategies, andresources. Learning contexts areadapted to meet the needs ofindividual students, and provideongoing opportunities for allstudents to engage in new learningbased on their previous successes.

Through arts education, studentsdevelop aesthetic awareness andjudgment by using and creatingforms of expression thatcommunicate ideas, perceptions,and feelings. Arts activities enablestudents to learn and expressthemselves in ways not possible inother subjects.

The presence of the arts in everyculture is affirmed.

The arts are universal and central toevery world culture. Artisticexpression is an integral part of allsocieties, not a stand-alone,independent enterprise. Throughthe arts, people tell their stories,thereby creating the collective storyof humankind. Drama, music, andvisual arts, along with literature andother forms of expression, allow aculture to define its identity andcommunicate that to others.

Arts disciplines have similarities onecan identify. One of the similaritiesis the creation and communicationof culture. Another is the ability toexist independently of their creatorsor country of origin. Works ofartistic expression are able to bypasshuman reason and languages toappeal to us at an emotional level.These works are more deeplyunderstood and fully appreciatedwithin the context of the culture ofthe people who produced them.However, their universality permitsthem to speak to audiences acrosscultures and time.

Learning about the arts in a globalperspective provides the basis forvaluing the differences amongpeople. This is critical for younggrowing minds. Internationalunderstanding is a key startingpoint to valuing the diversitywithin our own culture.

Valuing is intensely personal and involves making connectionswith individual and social standards and beliefs. It includesrespect for and recognition of the worth of what is valued. Itrecognizes the reality of more than one perspective, more thanone way of being and perceiving the world, and the richness offound answers.


The curriculum provides aframework for making connectionswith other subject areas.

This document recognizes theimportance of students working inand through the arts.

When students learn in the arts,they develop specific skills andunderstandings necessary for self-expression. These arts-basedoutcomes are achieved in artsclassrooms where a key emphasis ison art making.

As students gain confidence inthese skills, they are able to learnthrough the arts. They discoverways to apply their skills in othersubject areas, making cross-curricular connections, solvingproblems, and using artistic modesof expression (musical, visual-spatial, dramatic) to demonstratetheir learning. These arts-relatedoutcomes foster in students anunderstanding that enables thedevelopment and application ofpersonal, social, and perceptualskills.

As students make connections withother areas of the curriculum, oftenusing a thematic approach, akaleidoscope is created in whicharts disciplines interact with eachother and with other subjects.These interdisciplinary and cross-curricular connections contributeto students’ learning in both thearts and other disciplines.

The importance of studentparticipation in all aspects oflearning is emphasized.

Students engage in a range ofexperiences and interactionsdesigned to help them use processesassociated with creating,expressing, and responding toworks in the arts, both their ownart works and those of others.

The curriculum emphasizes thepersonal, social, and culturalcontexts of learning, and thepower that creating has withinthese contexts.

The curriculum promotes self-understanding as well as anappreciation of the world’s socialand cultural contexts. Students areencouraged to recognize the powerof creativity in constructing,defining, and shaping knowledge;in developing attitudes and skills;and in extending these newlearnings in social and culturalcontexts. Each arts disciplinerequires skills. As students developtheir artistic expression, they arriveat a deeper understanding of howtheir works shape their lives andhave impact on the lives of others.

Since works in the arts are anunmistakable part of personalidentity and a defining feature ofculture, it is critical that thecurriculum respect, affirm,understand, and appreciateindividual and cultural/racialuniqueness in all aspects of teachingand learning.

The curriculum is designed tobuild awareness for careerpossibilities in the cultural sector.

Almost one million Canadians earntheir living in the cultural sector.This curriculum acknowledges theimportance of the arts in adult lifeand prepares learners to considervarious careers and entrepreneurialopportunities in our vibrantcultural sector.

Drama is a process that frees the voice, body, imagination, andcreative self to physicalize thought, time, and space.Music is sounds and silences created through body, voice, andacoustic and electronic instruments.Visual arts is visual and tactile experiences in two-and three-dimensional, and electronic and digital forms.

The cultural sector is defined to include the arts, crafts, culturalindustries, design, and heritage. The sector comprises a broadrange of organizations and institutions, public, private, and non-profit, as well as individual artists, creators, and entrepreneurs.



A Common Approach

In 1993, work began on the development of commoncurricula for Atlantic Canadian public schools. TheAtlantic ministers’ primary purposes for collaboratingin curriculum development are to• improve the quality of education for all students

through shared expertise and resources• ensure that the education students receive across the

region is equitable• meet the needs of both students and society

Under the auspices of the Atlantic Provinces EducationFoundation (APEF), the development of Atlanticcommon curricula for mathematics, science, Englishlanguage arts, social studies, arts education, andtechnology education follows a consistent process.

OutcomesAchievement of the essential graduation learnings willprepare students to continue to learn throughout theirlives. These learnings describe expectations not interms of individual school subjects but in terms ofknowledge, skills, and attitudes developed throughoutthe curriculum. They confirm that students need tomake connections and develop abilities across subjectboundaries if they are to be ready to meet the shiftingand ongoing demands of life, work, and study todayand in the future. Essential graduation learnings arecross-curricular, and curriculum in all subject areas isfocussed to enable students to achieve these learnings.Essential graduation learnings serve as a framework forthe curriculum development process.

Essential graduation learnings are statementsdescribing the knowledge, skills, and attitudesexpected of all students who graduate from highschool.

General curriculum outcomes arestatements which identify what students areexpected to know and be able to do uponcompletion of study in a curriculum area.

Figure 5 – Relationship among Essential Graduation Learnings,Curriculum Outcomes and Levels of Schooling


Each project requires consensus by a regionalcommittee at designated decision points; all provinceshave equal weight in decision making. Each provincehas established procedures and mechanisms forcommunicating and consulting with educationpartners, and it is the responsibility of the provinces toensure that stakeholders have input into regionalcurriculum development.

Each foundation document includes statements ofessential graduation learnings, general curriculumoutcomes for that program, and key-stage curriculumoutcomes (grade 3, grade 6, grade 9, grade 12).Essential graduation learnings and curriculumoutcomes provide a consistent vision for thedevelopment of a rigorous and relevant curriculum.

Key-stage curriculum outcomes arestatements which identify what students areexpected to know and be able to do by the endof grades 3, 6, 9, and 12, as a result of theircumulative learning experiences in a curriculumarea.

Curriculum Outcomes are statementsarticulating what students are expected to knowand be able to do in particular subject areas.These outcomes statements also describe whatknowledge, skills, and attitudes students areexpected to demonstrate at the end of certainkey stages in their education, as a result of theircumulative experiences at each grade level inthe entry-graduation continuum. Through theachievement of curriculum outcomes, studentsdemonstrate the essential graduation learnings.


Essential Graduation Learnings (EGLs)

Graduates of the public schools of the Atlantic provinces will be expected to demonstrate the following essentialgraduation learnings. Provinces may add additional essential graduation learnings as appropriate. Moreinformation on the EGLs and the curriculum framework is attached as an appendix.

Arts education provides diverse opportunities to achieve the essential graduation learnings. The following sectionoutlines the unique contribution of arts education to each of the essential graduation learnings.

Aesthetic ExpressionGraduates will be able to respond with critical awareness to various forms of the arts and be able toexpress themselves through the arts.

Drama, music, and visual arts are artistic expressions ofthe human experience. Students who haveopportunities for learning in and through these artsdisciplines discover ways of knowing and expressingthat enhance and deepen their aesthetic experience. Inaddition, they understand the role of the arts throughhistory and in today’s society. Engagement, bothindividually and collectively, in the creative, expressive,

and responsive processes of the arts enables students todevelop• confidence in themselves as creators• enriched appreciation for works in the arts, both

their own and those of others• awareness of and valuing for the role arts play in

lifelong learning, and appreciation of the richness ofcultural expression

CitizenshipGraduates will be able to assess social, cultural, economic, and environmental interdependence in alocal and global context.

Through engagement in arts learning processes,students broaden their awareness and understanding ofsocial, economic, and political issues, history, andcultural diversity. This respect for others fosters a senseof both local and global community. Creative andperformance processes require complex decisionmaking. Consequently, arts curricula provide studentswith an opportunity to

• examine and challenge global, political, social, andeconomic systems

• explore and understand the interdependence of thevarious components of societies and environments

• use knowledge and skills learned in and through thearts to demonstrate value and respect for culturalrichness in local and global contexts

• value community


CommunicationGraduates will be able to use the listening, viewing, speaking, reading, and writing modes oflanguage(s), as well as mathematical and scientific concepts and symbols, to think, learn, andcommunicate effectively.

Through the arts, students are given opportunities tocommunicate in unique ways, ways that are notpossible with words alone. This complex, holisticcommunication includes both process and product,and centres on expression of thoughts, experiences, andfeelings, using the languages of the arts. Students alsohave opportunities to talk, read, and write about thearts in their learning experiences in the arts. They haveopportunities to

• demonstrate originality and imagination inexpressing thoughts, experiences, and feelings asthey engage in creating and making

• use critical thinking skills in exploring theirthoughts, experiences, and feelings

• use a range of processes to critically respond to theirown works and the works of others

Personal DevelopmentGraduates will be able to learn and to pursue an active, healthy lifestyle.

Engagement in the arts provides rich opportunities forpersonal development. Students, through directexperience in arts processes, are involved in exploringand expressing their emotional and spiritual selves,while learning their own strengths, weaknesses, hopes,and fears. The self-knowledge that develops througharts experiences is a key foundation for their future.Arts processes also enable students to developunderstanding of others through involvement with artworks, both past and present, and through workingcooperatively in creative art making.

Students’ skills and attitudes developed in and throughthe arts contribute to personal health, success in the

workplace, and continuous learning. Engagement inarts activities offers students opportunities to• demonstrate personal growth in areas such as

perseverance, self-confidence, responsibility,independent thinking, open-mindedness, andunderstanding of others

• develop personal motivation for lifelong learning• understand the potential that creative expression has

for developing personal well-being and communityidentity

• consider employment opportunities in the culturalsector

• enhance their physical development


Problem SolvingGraduates will be able to use the strategies and processes needed to solve a wide variety ofproblems, including those requiring language, mathematical, and scientific concepts.

Arts activities constantly challenge students to developsolutions and make decisions. They are challenged toquestion “the way things are” and to take risks whendeveloping their own vision. Throughout the creativeprocess, students explore and analyse a range ofproblem-solving strategies and techniques. They alsodevelop a greater appreciation for the solutions thatothers find. This interwoven, dynamic process thatincludes identifying, challenging, solving, rethinking,and synthesizing is part of all arts processes.Engagement in the arts, therefore, enables students to

• demonstrate the value of exploring more than onealternative when considering solutions to problemsand be open to change as new understandingsemerge

• use problem-solving strategies, creativity, andimagination to explore thoughts, experiences, andfeelings

• develop potential solutions to problems, usingreflective thought processes to select the bestsolution for a specific task

Technological CompetenceGraduates will be able to use a variety of technologies, demonstrate an understanding of technologicalapplications, and apply appropriate technologies for solving problems

Technology is a conscious process by which peoplealter their environments. People use tools, materials,and processes to create and modify artifacts, systems,and environments. They interact with technology toextend human capabilities. In the arts, technology hasevolved as a set of strategies that people employ todevelop solutions to problems, and to identify andmeet opportunities.

In arts education, technology is used for learning andcreating, as well as for manipulating sound, sight, andother senses. By linking the arts and technology,students can increase their ability to synthesize,integrate, and construct meanings from a wealth ofresources and information. Such experiences alsoexpand their career opportunities. The arts curricula,therefore, enable students to• utilize technical resources to gather information,

satisfy curiosity, experiment with processes, andsolve problems

• recognize that technological tools and processes areintrinsic to creating, making, and performing in thearts

• develop, strengthen, and apply critical thinking inthe use of technological devices and processes in artmaking

• engage in activities through technologicalinnovations, that explore, extend, deepen, enhance,and nurture creative expression

• develop skills and competencies in technologies as ameans to expression

• recognize the possibilities of technologies ofproduction as a means to make contributions to theaesthetic dimension of life

• develop vocabulary to analyse, interpret, andevaluate the impact of technology on process,purpose, and product

• develop familiarity with technologies of productionand their potential impact on culture, society, andthe natural and built environments


Technology in the arts is inclusive of those processes, tools, and products that artistic-minded peopleuse in the design, development, creation, and presentation of their works. It is a means to use skillsand imagination in the creation of aesthetic objects, environments, or experiences. It is also a meansof knowing and understanding our world and the processes we involve ourselves in as we interact withit. Tools and devices alone do not constitute technology. It is only when people use these tools anddevices to effect a change can we call them a technology.

Since the arts are always about the processes of presentation and representation, they are able toutilize the most recent technologies, along with those from the entire history of the arts. Atechnological device or technological process rarely becomes obsolete to the artist. An artist maychoose to use any technology from any period of history if it is suitable. The final appearance andpresentation of the art work is strongly influenced by the technologies of production. When an artistengages in an artmaking process or creates an art product, choices and decisions must be made aboutthe appropriate technology of production and how an audience may respond to these efforts.

The human experience is more than what we see. Artis more than a physical object before us. Art worksand their creation engage the imagination of thestudent, provoking thoughts and ideas that otherwisecould remain elusive. Students engaged in the artprocesses are able to explore and express abstract ideasof a moral, ethical, and spiritual nature.

Through the study and creation of art, studentsdevelop their ability to derive aesthetic judgementsfrom the richness and complexity of the images of artand its societal roles. Students are encouraged to forma questioning attitude and to discriminate betweentruth and propaganda.

In arts education respect for the rights of individualsand the work they create is emphasized. This isparticularly true in issues related to copyright andownership of intellectual property. From theexperience of creating their own art and learning aboutthe work of artists, students explore such issues asjustice, corruption, oppression, celebration, peace andwar. They develop a tolerence for alternative points of

view and come to understand art as a barometer ofsocial attitudes.

Students in art education learn to take responsibilityfor their actions and statements. They come to seethis as an essential requirement for living in a society,and a prerequisite for creating art. Engagment in theart process provides students the opportunity to� develop their skills and aesthetic appreciation

throughout their educational experience so theyunderstand the arts are a seamless part of their livesand the world around them.

• develop an appreciation for the uniqueness of everyperson and the work they create

• cooperate in group initiatives that interact with thecommunity, becoming aquainted with communityarts venues, e.g., museum or gallery, studio, concert,or theatrical performance.

• recognize and respect the ethical, moral, and legalconsiderations when one copies the work of others

• demonstrate an understanding of and sensitivity tocultural bias when creating and studying in the arts.

Spiritual and Moral DevelopmentGraduates will be able to demonstrate understanding and appreciation for the place of belief systemsin shaping the development of moral values and ethical conduct.


The Nature of Arts Education

The arts have been part of the human experiencethroughout history and are embedded in our daily life.

Drama, music, and the visual arts are vehicles throughwhich peoples make meaning of the complexities oflife, and make connections among and betweenthemselves and others. The arts offer enjoyment,delight, and stimulate imagination. They provide acommon thread of understanding across generations.In short, the arts describe, define, and deepen humanexperience in ways that are both personal and global,real and magical.

There are key aspects of arts education that are deeplypersonal and cannot easily be expressed as immediatelymeasurable outcomes. They do, however, make asignificant contribution to the achievement of essentialgraduation learnings. The internal experience that is anintrinsic, vital part of arts learning is something thatcannot be demonstrated as a specific product. Forexample, learners involved in the creation of a dramaticwork that has intensely personal significance experiencegrowth that cannot necessarily be demonstrated toothers. In this context, whether or not this work ispresented formally is irrelevant. The only way in whichthis kind of growth and learning can be measured is bygauging the extent to which it leads to self-awarenessand has an impact on the way individuals come torelate to those around them. The importance of thislearning only becomes apparent with time. Adultsoften reflect on these kinds of arts experiences as someof the most important of their early life.

The Learning Continuum

The continuum of learning in the arts that has beendeveloped for entry through grade 12 encourages andvalidates student progress and achievement, taking intoaccount• the nature of the individual discipline• the age and developmental stage of the learners• the range of opportunities for learning• student interest and enthusiasm• learning styles• multiple intelligences• teacher expertise• learning time• resource availability

The learning continuum in the arts must take intoaccount the premise of a broad arts offering in earlyand middle levels through to more specializedchallenges at high school. Learning in the arts overtime results in increasing control over creative andtechnical abilities. As students progress along thelearning continuum, they increase their ability to createand generate their own ideas for work and makedecisions about its development. Critical andcontextual understandings are deepened so thatstudents are able to form their own judgments andsupport them, using correct terminology and a range ofevaluative criteria.

The learning continuum must be supported by theprovision of sufficient time and resources to ensurethat students experience a broad range of arts learningexperiences that are sequential, comprehensive,planned, co-ordinated, and related to the organizingstrands and outcomes of this document.


Organizing Strands and General Curriculum Outcomes

This document provides a learning outcomes framework of concepts common to each of the arts disciplines;drama, music, and the visual arts. The outcomes are grouped according to the types of understandings andprocesses that are common to all arts disciplines: creating works of art; responding critically to their own worksand the works of others; and making connections in local, global, and historical contexts. Under these threeorganizing strands, eight general curriculum outcomes identify what students are expected to know, be able to doand value upon completion of study in arts education. In addition, key-stage outcomes for grades 3, 6, 9, and 12have been identified for each discipline.

Creating, Making, andPresenting

Creating, making, and presentinginvolves students’ creative andtechnical development; that is,their ability to use and manipulatemedia - images and words, soundand movement, to create art formsthat express and communicate theirideas and feelings. Through theseart works students provide evidenceof achievement, both as the work isbeing developed and in its finalform.

General Curriculum Outcomes

Students will be expected to1. explore, challenge, develop, and

express ideas, using the skills,language, techniques, andprocesses of the arts

2. create and/or present,collaboratively andindependently, expressiveproducts in the arts for a rangeof audiences and purposes

Understanding andConnecting Contexts of Time,Place, and Community

This strand focusses on evidence,knowledge, understanding, andvaluing the arts in a variety ofcontexts.


Students will be expected to3. demonstrate critical awareness of

and value for the role of the artsin creating and reflecting culture

4. respect the contributions ofindividuals and cultural groups tothe arts in local and globalcontexts, and value the arts as arecord of human experience andexpression

5. examine the relationship amongthe arts, societies, andenvironments

Perceiving, Reflecting, andResponding

This strand is concerned withstudents’ ability to respondcritically to art works throughincreasing knowledge andunderstanding of, and appropriateresponses to, the expressivequalities of art works.


Students will be expected to6. apply critical thinking and

problem-solving strategies toreflect on and respond to theirown and others’ expressive work

7. understand the role oftechnologies in creating andresponding to expressive works

8. analyse the relationship betweenartistic intent and the expressivework

These understandings and processes are inter-related and aredeveloped most effectively as interdependent concepts. Whenoutcomes are grouped as such and curriculum offerings based onall three organizing strands, arts activities become more relevantto real-life situations, and the learning becomes more meaningful.


Key-Stage Curriculum Outcomes

Key-stage curriculum outcomes are statements thatidentify what students are expected to know and beable to do by the end of grades 3, 6, 9, and 12, as aresult of their cumulative learning experiences in artseducation.

Outcomes at the four key stages reflect a continuum oflearning. While there may appear to be similarities inoutcomes at different key stages, teachers will recognizethe increase in expectations for students at the variouskey stages, according to• the developmental nature of learning processes• students’ maturity of thinking and interests• students’ increasing independence as learners• the complexity and sophistication of ideas and tasks• the level of depth of students’ engagement with

ideas and tasks• the range of arts experiences and the repertoire of

strategies and skills students apply to thoseexperiences

For each key stage, the ordering of outcomes is notintended to suggest any priority, hierarchy, orinstructional sequence. While these outcomes provide aframework on which educators may base decisionsconcerning instruction and assessment, they are notintended to limit the scope of learning experiences inany key stage. Although it is expected that moststudents will be able to attain the key-stage curriculumoutcomes, the needs and performance of some studentswill range across key stages.

Teachers should take this variation into considerationas they plan learning experiences and assess students’achievement of the various outcomes. Students’attitudes, experiences, knowledge, abilities, andengagement in learning will also influence their abilityto achieve the key-stage curriculum outcomes.


Creating, Making, and Presenting: Drama

2. Students will be expected to create and/or present, collaboratively and independently,expressive products in the arts for a range of audiences and purposes.

By the end of grade 3, students will be expected to

2.101 demonstrate an understanding of theresponsibilities of the individual to the largergroup

2.102 demonstrate effective use of space, costumes,and properties to enhance dramatizations

2.103 create drama based on play, imagination, and/or literature

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to

2.201 create, rehearse, and present drama works tocommunicate the meaning of poems, stories,art works, myths, and other source materialdrawn from a wide range of cultures

2.202 collaborate in developing, planning, anddesigning of classroom dramatizations


1. Students will be expected to explore, challenge, develop, and express ideas, using the skills,language, techniques, and processes of the arts.


1.101 explore and express ideas, moods, and feelings,using vocal elements, movement,improvisation, and preparatory dramaticexercises

1.102 discuss a character’s point of view in adramatic work

1.103 demonstrate an understanding of basic dramavocabulary

1.104 develop and play roles


1.201 apply knowledge of vocal elements andmovement for expressive purposes

1.202 identify and interpret a character’s attitudesand points of view in a dramatic work

1.203 select and use dramatic elements, skills,techniques, and processes to create a variety ofdramatic works





1.301 express ideas, moods, and feelings creativelythrough engagement in drama

1.302 apply drama concepts, skills, and techniques todevelop characters and roles

1.303 demonstrate effective communication skills,such as listening and speaking, both in andout of role


1.401 express, develop, challenge, and communicateideas through their dramatic work

1.402 analyse and portray a variety of charactersfrom a range of genres, demonstrating theirphysical, intellectual, emotional, and socialdimensions

1.403 improvise and create drama that revealscharacter motivation and theme, advancesplot, and provides exposition*

1.404 improvise, create, and refine scripts based onpersonal experience, heritage, imagination,literature, and history




2.301 demonstrate an understanding of drama as acollaborative art form

2.302 demonstrate an understanding of the processof selecting and organizing dramatic forms andsources to create a dramatic work thatcommunicates a specific intention

2.303 use principles of design, direction, andproduction in dramatic works


2.401 develop dramatic works from the ideas andcontributions of others

2.402 apply principles of design, direction, andproduction to a dramatic work

2.403 interpret, direct, and refine dramatic works forinformal and formal presentations

2.404 develop and sustain a variety of roles andpresent them formally and/or informally

*in drama, an exposition is a discourse or an exampledesigned to convey information or explain what is difficultto understand


Understanding and Connecting Contexts of Time, Place, and Community: Drama

4. Students will be expected to respect the contributions to the arts of individuals and culturalgroups in local and global contexts, and value the arts as a record of human experience andexpression.


4.101 explore ways in which drama expresses theirlife experiences

4.102 explore games, stories, and dramatic worksfrom a variety of cultures

4.103 demonstrate appropriate audience skills andrespect for the contributions of others


4.201 examine ways in which drama expresses andenriches life experiences

4.202 compare dramatic works from a range ofcultural traditions and historical contexts

4.203 interpret and adapt games, stories, anddramatic works from a variety of cultures


3. Students will be expected to demonstrate critical awareness of and value for the role of thearts in creating and reflecting culture.


3.101 explore the uses of drama at home, at school,and in the community

3.102 discuss the narrative in dramatic works from avariety of cultures


3.201 describe the role that drama plays in theircommunity

3.202 demonstrate an awareness of the use ofdramatic arts in popular culture

3.203 explore and describe ideas, emotions,situations, and experiences expressed indramatic work from a variety of cultures

3.204 investigate the roles of dramatic artists in theircommunity and potential careers available tothose trained to work in theatre





3.301 compare the variety of purposes of dramaticworks in the expression of culture

3.302 interpret how drama celebrates, comments on,and questions the values, issues, and events ofsocieties past and present

3.303 understand that drama can imitate and reflectlife in particular times, places, and cultures

3.304 explore opportunities to participate in dramain school, community, and careers


3.401 demonstrate an understanding of historicaland cultural developments in theatrical stylesand genres

3.402 analyse selected career opportunities,identifying the necessary training, skills, andplans of action

3.403 analyse, understand, and value the influence ofdrama in creating and reflecting culture




4.301 use drama to record and influence ideas,feelings, and events

4.302 explain the social and cultural context ofdramatic works

4.303 experience, understand, and develop sensitivityto the diversity of cultures through drama


4.401 demonstrate an understanding of the role ofdrama as a record of human experience thatconnects to their own lives

4.402 select, interpret, and perform excerpts fromdramatic works from a variety of cultures

4.403 justify dramatic choices, using cultural andhistorical information

4.404 respect the integrity of various cultural groupsand their contribution to drama in the globalcommunity


Perceiving and Responding: Drama

6. Students will be expected to apply critical thinking and problem-solving strategies to reflect onand respond to their own and others’ expressive works.


6.101 describe their feelings and ideas about theirown drama and the work of others, using agiven set of criteria

6.102 identify effective uses of drama elements inperformances, and compare their ownresponses with those of their peers

6.103 explore various solutions to challenges relatingto their drama work


6.201 identify problems relating to their drama workand explore possible solutions

6.202 justify their preferences for specific drama,using appropriate vocabulary

6.203 use feedback to refine their own dramaticwork


5. Students will be expected to examine the relationship among the arts, societies, andenvironments.


5.101 develop an awareness that drama can reflecttheir own and others’ lives

5.102 identify ways in which drama is promoted andsupported in their community

5.103 explore connections among drama and theother arts


5.201 explore examples of how drama can reflect theideas of individuals, communities, andsocieties

5.202 describe and make connections between dramaand the other arts

5.203 explore how drama can communicate a topicof personal significance





5.301 describe the role that drama plays in varioussocieties, local and global, past and present

5.302 explore examples of how drama can reflect theideas of individuals, communities, andsocieties

5.303 examine how drama explores current eventsand personal and social issues


5.401 interpret and perform drama that promotes orchallenges the ideas of individuals,communities, and societies

5.402 evaluate and synthesize cultural, historical, andpolitical information to support artisticchoices

5.403 apply understanding of the relationshipbetween drama and the physical space, and ofthe roles that technologies play in creatingenvironments

5.404 demonstrate an understanding of how dramaclarifies and influences issues and events inlocal and global contexts




6.301 examine a range of possible solutions toproblems encountered in their drama work,and reflect on their decisions

6.302 explain how knowledge, skills, and attitudesacquired through the study of drama influenceresponses to other art forms

6.303 use selected criteria and appropriateterminology to analyse and critique their ownand others’ works

6.304 analyse feedback to refine their own andothers’ dramatic works


6.401 explore, present, and evaluate various solutionsto a range of problems relating to their dramawork

6.402 review and critique presentations andinterpretations of dramatic works, usingappropriate terminology

6.403 analyse and discuss the interdependence of alltheatrical elements



8. Students will be expected to analyse the relationship between artistic intent and theexpressive work.


8.101 understand that there are many reasons forrole- play

8.102 consider how well suited dramatic elements areto the purpose of the play

8.103 discuss to what extent dramatic goals are metin a given presentation


8.201 discover why dramatic works are created8.202 evaluate how individuals or groups meet

dramatic goals8.203 contribute ideas that express an awareness of

the focus of the drama


7. Students will be expected to understand the role of technologies in creating and responding toexpressive works.


7.101 demonstrate an awareness that drama exists invarious media (film, radio, and television)

7.102 experiment with sound, lighting and recordingtechniques, and costuming to communicatemoods and feelings


7.201 analyse and explain personal preferences andconstruct meaning from drama presentedthrough various media

7.202 use available technologies in their drama work7.203 explain the possibilities and limitations of

different media for dramatic effect7.204 analyse the use of dramatic tools and

technologies in shaping responses to dramatic work





7.301 explore the possibilities and limitations ofdifferent media for dramatic effect throughtheir own presentations

7.302 use a variety of dramatic tools andtechnologies in their own performances toshape audience responses


7.401 analyse and make choices about differentmedia for dramatic effect through their ownpresentations

7.402 critique the use of technical elements andtechnologies in drama presentations

7.403 select and use a range of technologies in theirdramatic work




8.301 explain why particular dramatic works havebeen created and endure

8.302 consider actors’ interpretations in light of theroles that were intended

8.303 examine how other arts can be used toenhance dramatic intent

8.304 compare and contrast more than oneperformance of a dramatic work, usingselected criteria and appropriate terminology


8.401 analyse the responsibilities of all members ofthe dramatic ensemble intent of the author(s)

8.402 evaluate the physical, emotional, social, andintellectual portrayal of a character in light ofthe intended role

8.403 compare the ways in which theatre, musicaltheatre, dance, visual art, and music can beused to realize artistic intent


Creating, Making, and Presenting: Music



2.101 perform and create simple patterns2.102 interpret songs and instrumental pieces,

combining music and movement2.103 perform a variety of songs that reflect a

broad expressive range


2.201 improvise and compose, using the voice,instruments, and movement

2.202 present music, co-ordinating reading andsinging/playing skills

2.203 perform a varied repertoire of music thatreflects diverse images, thoughts, and feelings




1.101 sing and play with accuracy in pitch andrhythm, using appropriate expressiveelements

1.102 explore a range of sound sources, texts,strategies, and materials to express theirthoughts, experiences, and feelings throughmusic and movement

1.103 use standard or other notations, and theirown invented or adapted notations, torecord their musical ideas and the musicalideas of others


1.201 sing or play, demonstrating an ability tomaintain their part within simple textures

1.202 experiment with the elements of rhythm,melody, and expression to represent thoughts,images, and feelings in classroom repertoire

1.203 read simple musical scores1.204 express musical thoughts and ideas with

appropriate notation





1.301 sing or play, maintaining a part within avariety of textures and harmonies, using arange of musical structures and styles

1302 use the elements of music to express andcommunicate meaning

1.303 interpret non-verbal gestures, makingconnections to notation and musicalexpression

1.304 use a variety of notational systems to representmusical thoughts and ideas


1.401 actively participate, through individual orensemble music making, in the selection,preparation, and presentation of music

1.402 use their knowledge of musical elements andtechnologies to shape creative expressionthrough both composition and performance

1.403 interpret and represent a range of thoughts,images, and feelings, using and responding tonon-verbal gestures

1.404 demonstrate an ability to decode musicalnotation and encode music as a means towardlifelong musical independence and enjoyment




2.301 improvise and compose patterns and shortpieces, using a variety of sound sources andtechnologies

2.302 present music, co-ordinating reading,listening, and playing/singing skills

2.303 perform, alone and with others, musicexpressing a broad range of thoughts, images,and feelings


2.401 improvise and compose, using vocal,instrumental, and electronic sound sources

2.402 demonstrate the intrinsic fusion of skills,concepts, and feelings through performing andcreating for a range of audiences and purposes

2.403 create and perform a wide range of musicalstyles, forms, and genres, alone and collectively


Understanding and Connecting Contexts of Time, Place, and Community: Music



4.101 show respect for the music of a variety ofcultures

4.102 perform the songs and games of a variety ofcultures

4.103 demonstrate respect for the contributions of avariety of composers and musicians, past andpresent

4.104 explore ways in which music expresses andenhances their life experiences


4.201 perform and demonstrate respect for musicrepresentative of diverse cultures

4.202 explore the role music plays in diverse cultures4.203 examine the work of various composers and

musicians and their contribution to society,past and present




3.101 describe ways they use music in school and athome

3.102 describe music they encounter in theircommunities

3.103 explore music from various cultural andhistorical contexts, including the music ofAtlantic Canada


3.201 demonstrate an awareness of how music isused in their school and community

3.202 describe their personal musical experiences inthe community

3.203 explore music from a broad range of culturaland historical contexts

3.204 use a variety of musical forms to give meaningto Canadian cultural and historical events andissues

3.205 investigate the roles of musicians in theircommunity and potential careers available tothose trained in music





3.301 identify and describe uses of music in dailylife, both local and global

3.302 identify opportunities to participate in musicin school, community, and the world of work

3.303 compare music from a range of cultural andhistorical contexts

3.304 examine and describe ways in which musicinfluences and is influenced by local and globalculture

By then end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to

3.401 analyse and evaluate the role of music in dailylife

3.402 evaluate possibilities for ongoing involvementin music-related vocations and avocations

3.403 analyse and demonstrate an appreciation ofmusic from a broad range of cultural andhistorical contexts

3.404 analyse, understand, and value the influence ofmusic in creating and reflecting culture, bothhistorical and present-day

Understanding and Connecting Contexts of Time, Place and Community: Music



4.301 reflect on ways in which music expresses thehistory and the cultural diversity of local,national, and international communities

4.302 examine ways in which music enhances andexpresses life’s experiences


4.401 recognize the importance of the musicalcontributions of individuals to theircommunities

4.402 respect the contribution of cultural groups tomusic in the global community

4.403 demonstrate an understanding of the power ofmusic to shape, express, and communicateideas and feelings throughout history


Perceiving and Responding: Music



6.101 explore a variety of responses to music6.102 describe, using appropriate terminology,

features and elements of their own and others’music

6.103 explore challenges related to their musicactivities


6.201 identify problems related to creating andperforming music and explore possiblesolutions

6.202 use appropriate terminology to describe,analyse, and interpret music, and discusspoints of view, opinions, and interpretations

6.203 recognize that people respond to music invarious ways

6.204 compare subjective and objective responses tomusic, and examine the relationship betweenthem




5.101 explore a variety of influences on music andmusicians

5.102 explore connections between music and otherarts


5.201 identify a variety of purposes for creatingmusic in a variety of environments

5.202 describe and make connections between musicand other arts





5.301 define relationships among music, other arts,and other subjects

5.302 examine the roles that music plays in local andglobal communities


5.401 analyse and make decisions about therelationship between music and society andmusic and the natural environment

5.402 analyse and make decisions about therelationship between music and other arts




6.301 examine and explore a range of possiblesolutions to musical challenges

6.302 use processes of description, analysis,interpretation, and evaluation to make andsupport informed responses to their own andothers’ music and musical performances

6.303 critically reflect on ideas and feelings in worksof music, and identify patterns, trends, andgeneralizations


6.401 analyse and apply the processes used to addresschallenges and make decisions while creatingand performing music

6.402 analyse and respond personally to an extendedvariety of musical styles, forms, and genres

6.403 evaluate their own musical insights andaesthetic responses in the context of othercritical commentary





8.101 understand that there are many reasons formaking music

8.102 share ideas and feelings with others aboutmusical decisions they make

8.103 articulate their reasons for creating a particularpiece of music


8.201 discover why specific musical works have beencreated

8.202 describe and communicate the source of ideasand reasons for musical decisions

8.203 compare and contrast, using appropriateterminology, interpretations of their own andothers’ music, examining the relationship ofperformance to musical intent

8.204 examine their own music making in light ofwhat they intended, using available recordingtechnologies




7.101 recognize by sight and sound commonly usedclassroom instruments

7.102 explore and identify sound sources and theirexpressive effects

7.103 experiment with sound sources tocommunicate moods and feelings


7.201 recognize individual orchestral, band, andkeyboard instruments and their families bysight and sound

7.202 describe the characteristic sound qualities ofcommon sound sources, and demonstrate howthey can be used for expressive effect

7.203 understand that changing technologies haveproduced new opportunities for musicalexpression

7.204 understand the role of sound reproductiontechnology in disseminating music





7.301 identify combinations of instruments andsound sources, including electronic sources

7.302 identify and describe instruments common tocultures and countries included in the socialstudies curriculum

7.303 explore a range of non-acoustic musical soundsources

7.304 describe the relationship of instruments andother technologies to the mood and feeling oftheir own and others’ music


7.401 select among available technologies to createand perform music that reflects a variety ofmoods, thoughts, and feelings

7.402 demonstrate an understanding of therelationship between technical skill and theexpressive qualities of sound sources

7.403 investigate the relationship betweentechnologies of sound production andreproduction and personal response




8.301 discuss why a range of musical works has beencreated

8.302 analyse the source of ideas and reasons formusical decisions in light of original intent

8.303 use feedback from others to examine theirown music work in light of their originalintent

8.304 analyse performances and provide criticalcommentary on aspects of musicalpresentation in light of the performers’ intent


8.401 reflect critically on meanings, ideas, and valuesassociated with particular music compositionsand performances

8.402 analyse how consideration of the intendedaudience affects the musical work

8.403 interpret the relationship between intentionand outcome in their own and others’ work

8.404 analyse and make decisions about their musicalwork, using available technology and feedbackfrom others


Creating, Making, and Presenting: Visual Arts



2.101 create art for a variety of reasons and recognizethat there are many kinds of visual arts

2.102 choose, display, and describe work from theirown portfolio

2.103 develop skills in interaction, co-operation, andcollaboration through working with others inmaking visual images


2.201 construct personal meaning and communicateit through their artwork

2.202 choose, display, and describe work from theirown portfolio

2.203 acknowledge and respect individual approachesto and opinions of art

2.204 collaborate with others to examine a variety ofart forms during the creative process

Creating, Making and Presenting: Visual Arts



1.101 explore colour, shape, line, and texture and theprinciples of pattern and repetition in thevisual environment

1.102 create images based on sensory experiences andimagination that express a mood, feeling, oremotional response and convey personalmeaning

1.103 visually communicate stories, ideas, andexperiences, using a variety of materials

1.104 explore basic art skills, techniques, andvocabulary

1.105 explore a range of materials, tools, equipment,and processes


1.201 create imagery that demonstrates anunderstanding of the expressive qualities of theelements and principles of design

1.202 demonstrate and apply knowledge of basic artskills, techniques, processes, and language

1.203 experiment with a variety of materials, tools,equipment, and processes

1.204 develop and create imagery that draws uponobservation, imagination, memory, and theinterpretation of sensory experiences




By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to1.301 manipulate and organize design elements and

principles to achieve planned compositions1.302 assess and utilize the properties of various art

media and their ability to convey messages andmeaning

1.303 create artworks, integrating themes foundthrough direct observation, personalexperience, and imagination

1.304 respond verbally and visually to the use of artelements in personal works and the work ofothers

1.305 analyse and use a variety of image developmenttechniques (e.g., distortion, metamorphosis,fragmentation)

1.306 demonstrate increasing complexity in art skillsand techniques

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to1.401 assess and apply complex image development

techniques1.402 produce an original body of artwork that

integrates information from a variety ofsources to convey personal meaning

1.403 create artwork that communicates intentions1.404 analyse and use complex visual relationships,

processes, and content, making subtlediscriminations




2.301 invent and incorporate unique visual symbolsto create personal meaning in their art

2.302 analyse and make use of visual, spatial, andtemporal concepts in creating art images

2.303 select, critique, and organize a display ofpersonally meaningful images from their ownportfolio

2.304 acknowledge and respect individual approachesto and opinions of art

2.304 work interactively, co-operatively, andcollaboratively


2.401 create art works to carry personal messages toa diverse range of audiences

2.402 analyse and create art objects where emotions,feelings, and experiences are used as asymbolic, non-verbal means of expression andcommunication of ideas

2.403 arrange and create an exhibition of works thatconsiders types of works, presentation issues,location, lighting, and intended audience

2.404 demonstrate an open-minded approach todiversity of ideas and artistic style, and showempathy to other people’s point of view

2.405 engage in artistic inquiry, exploration, anddiscovery in collaboration with others


Understanding and Connecting Contexts of Time, Place, and Community: Visual Arts

4. Students will be expected to respect the contributions to the arts of individuals and culturalgroups in local and global contexts, and value the arts as a record of human experiences andexpression.


4.101 demonstrate respect for the work of self andothers

4.102 examine art works from past and presentcultures for various purposes (e.g., storytellingand documenting history and traditions)

4.103 recognize and investigate how art is a humanactivity that can emerge from personalexperiences

4.104 demonstrate an understanding that visual art isa universal means of expression among people

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to4.201 demonstrate respect for the uniqueness of the

works created by self and others4.202 investigate art styles from a variety of social,

historical, and cultural contexts4.203 communicate an understanding that the visual

arts have and show a history4.204 develop awareness of the ethnic diversity,

cultural uniqueness, and influence of the visualarts in our society

4.205 increase their understanding of thecontributions of various artists, past andpresent, to the field of visual art

4.206 demonstrate an awareness that many works ofart can be studied according to their context(design, function, and setting)




3.101 demonstrate an awareness of visual images andtheir daily effects on people

3.102 identify visual communication in daily life3.103 make images that reflect their culture and

community3.104 explore images from a variety of historical and

cultural contexts3.105 draw upon experiences from their personal,

social and physical environments as a basis forvisual expression

3.106 describe ways they use the visual arts in schooland at home

By the end of grade 6, students will have achieved theoutcomes for entry-grade 3 and will also be expected to3.201 develop observation skills and sensitivity to

the visual environment3.202 investigate how visual communication systems

are a part of everyday life3.203 use experiences from their personal, social and

physical environments as a basis for visualexpression

3.204 understand that past events, the way peoplelive, and the visual arts influence one another

3.205 demonstrate an awareness of how visual art isused in their school and community

3.206 investigate the roles of artists in theircommunity and potential careers available tothose trained in the visual arts




By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to3.301 examine the role and the influence of visual

images in their daily lives, including massmedia and popular culture

3.302 evaluate visual communication systems as apart of daily life

3.303 through their own art develop concepts andimagery based on personal ideas andexperience

3.304 recognize and describe the role of the visualarts in challenging, sustaining, and reflectingsociety’s beliefs and traditions

3.305 identify opportunities to participate in thevisual arts in school, community, and theworld of work

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to3.401 analyse and make informed judgments about

the role that visual creations have in oureveryday modes of expression

3.402 demonstrate an understanding of thecomplexities of art works

3.403 understand the influence of the visual arts,their impact on daily life, and their power tocreate, alter, and reflect culture

3.404 understand how ideas, perceptions, andfeelings are embodied in art works of a culture

3.405 explore how the visual arts of their ownculture are used as a vehicle of culturalproduction and transmission

3.406 use visual arts as a means of conveyingconcerns about social and ethical issues

3.407 evaluate possibilities for ongoing involvementin art-related vocations and avocations


4. Students will be expected to respect the contributions to the arts of individuals and culturalgroups in local and global contexts, and value the arts as a record of human experiences andexpression.

By the end of grade 9, students will have achieved theoutcomes for entry-grade 6 and will also be expected to4.301 develop an appreciation of diversity among

individuals as reflected in their art work4.302 recognize the existence of a variety of visual

languages that reflect cultural, socio-economic,and national origins

4.303 recognize that and investigate how art as ahuman activity emerges from human needs,values, beliefs, ideas, and experiences

4.304 demonstrate an understanding of howindividual and societal values affect ourresponse to visual art

4.305 create personally meaningful imagery thatreflects influence from a variety of historicaland contemporary artists

4.306 compare the characteristics of artwork fromdifferent cultures and periods in history

By the end of grade 12, students will have achieved theoutcomes for entry-grade 9 and will also be expected to4.401 explore how ethnic and geographical

communities visually celebrate themselves4.402 derive images through the study of historical

images from their own and others’ cultures4.403 create personal symbols for visual

communication4.404 explain the role of artists and the arts to

inform, define, and cause us to question andreflect

4.405 develop knowledge, understanding, andappreciation of art and design in historical andcontemporary cultures

4.406 trace influences of various cultures oncontemporary artwork


Perceiving and Responding: Visual Arts



6.101 suggest reasons for preferences in art works6.102 apply simple criteria to identify main ideas in

original art work of others6.103 use descriptive language to talk about their

own work and that of their peers6.104 recognize that the elements of design can be

organized according to the principles of design6.105 explain how they make decisions during the

art-making process6.106 recognize that people can respond emotionally

to what they see


6.201 analyse preferences for selected works of art6.202 analyse others’ artwork to form conclusions

about formal properties, cultural contexts, andintent

6.203 use descriptive art language to analyse,interpret, and respond to their own andothers’ work

6.204 examine the works of artists to determine howthey have used the elements and principles ofdesign

6.205 recognize the relationship between seeing,feeling, and thinking by analysing andinterpreting their own and others’ work




5.101 understand that there are relationships andcommonalities between the visual arts andother arts (e.g., repetition in music)

5.102 view and discuss objects and images in theircommunity

5.103 demonstrate sensitivity to and respect forothers and the works they create

5.104 investigate artwork from the past (e.g.,portraits, landscapes, social documentary) andrelate it to their art

5.105 explore the relationships between natural andbuilt environments


5.201 investigate the relationship among the visualarts and the other arts disciplines

5.202 draw upon objects and images from their owncommunity as a starting point for their ownart works

5.203 recognize that our response to art is stronglyinfluenced by our experiences

5.204 identify and discuss the visual effect of theelements and principles of design in thenatural and built environment

5.205 consider the moral and ethical issues involvedin copying work





5.301 draw upon other arts disciplines as a resourcein the creation of their own art works

5.302 use, with confidence, experiences from theirpersonal, social, cultural, and physicalenvironments as a basis for visual expression

5.303 demonstrate an understanding of howindividual and societal values affect ourresponse to visual art

5.304 interpret visual parallels between the structuresof natural and built environments

5.305 recognize and respect the ethical and moralconsiderations involved in copying works


5.401 determine the relationship among the visualarts and the other arts disciplines throughstudio experiences, viewing, and investigation

5.402 use visual structures in art making to developpersonal imagery and communicate a personalviewpoint on issues relating to society and/orenvironments

5.403 evaluate the context of images they produce5.404 analyse the relationship between elements and

principles of design in art and in the physicaland built environments

5.405 examine and discuss the moral, ethical, andlegal issues related to the creation of art works


6. Students will be expected to apply critical thinking and problem-solving strategies to reflecton and respond to their own and others’ expressive works.


6.301 develop independent thinking in interpretingand making judgments about subject matter

6.302 constructively critique the work of others6.303 analyse the works of artists to determine how

they have used the elements and principles ofdesign to solve specific visual design problems

6.304 engage in critical reflective thinking as part ofthe decision-making and problem-solvingprocess

6.305 investigate and analyse how meaning isembedded in works of art


6.401 describe, analyse, interpret, and evaluate artworks

6.402 use appropriate art vocabulary in oral andwritten communication to articulateinformed aesthetic responses

6.403 evaluate and justify content, subject matter,symbols, and images in their own and others’art

6.404 recognize that the principles of design can beused to show relationships in an image

6.405 evaluate, both formally and informally, theirown art work

6.406 articulate informed aesthetic responses thatdemonstrate critical reflection





7.101 use safety considerations when handling art-making tools and materials

7.102 solve simple design problems (e.g., show 3-Dspace on a flat surface), using availabletechnologies

7.103 make choices and decisions about tools andmaterials in the creation of art objects


7.201 use common safety practices associated withthe proper care of art materials and tools

7.202 solve design problems by making use of theelements and principles of design, using avariety of technologies

7.203 select and use a variety of tools andtechnological processes in creating art objects,considering the sensory qualities of thematerials




8.101 recognize that images are developed for avariety of purposes, and discuss their ownintentions in creating art objects

8.102 discuss their own visual images to share theirintentions

8.103 describe how people’s experiences influencetheir art

8.104 view and discuss the works of others andconsider the intentions of those who madethem


8.201 recognize that art imagery is developed for avariety of purposes, and discuss their ownintentions and intentions of others in creatingart objects

8.202 identify and discuss the source of ideas behindtheir own work

8.203 discuss and describe artistic processes in theart work of others

8.204 consider the various sources of ideas andinfluences which affect their work





7.301 practise safety associated with proper care ofart materials and tools

7.302 create images that solve complex problemsthat take into consideration form andfunction, and understand the value of lookingfor alternative solutions

7.303 evaluate and use various media andtechnological processes for their sensoryqualities and ability to convey messages andmeaning

7.304 realize the direct influence expandingtechnology has had and continues to have onthe individual and society


7.401 show competence and responsibility in use andmanipulation of required materials, tools, andtechniques

7.402 assess the degree of knowledge, skills, andabilities necessary to carry out a project

7.403 demonstrate advanced abilities in andunderstanding of the technical aspects of artmaking

7.404 investigate how the sensory qualities of mediaaffect an image and our response to it

7.405 predict the impact that new technologiesmight have on art and on society




8.301 analyse artwork and determine the artist’sintention

8.302 analyse why images were created by artists8.303 identify and discuss the source of ideas behind

their own work and the work of others8.304 use feedback from others to examine their

own art works in light of their original intent


8.401 interpret the relationship between intentionand outcome in their own work

8.402 analyse the work of others to assess therelationship between intention and outcome

8.403 develop an awareness of how consideration ofthe intended audience affects and impacts onan art work



Contexts for Learning and Teachingthese three goals is theresponsibility of all partners ineducation.

• Arts education programs buildupon what is known throughresearch about successfulpractice, and the developmentalnature of children.

The LearningEnvironment

IntroductionThe learning environment is forstudents. It is stimulating and richin opportunities to develop the fullcapacities of the learner. Withinthis environment, the arts teacherprovides learning experiences thatbring together the intentions of thecurriculum outcomes, the needsand experiences of the learner, andthe resources of the learner’scommunity.

Learning environments arestructured to support individuallearners and are dynamic andflexible to meet the breadth ofteaching and learning needs. A

stimulating arts learningenvironment draws upon thelearner’s aesthetic thoughts,feelings, emotions, beliefs,perceptions, and abilities to create,explore, and develop ideas. Itvalues opportunities to discuss,express, and share those ideas.

An Active LearningEnvironment

Positive learning experiencesemerge from environments wherelearners are stimulated through allof their senses and where a feelingof trust is present. Learning occurswhere collaboration and co-operation, risk taking, a sense ofownership by learners, decisionmaking, and problem solving arethe norm.

The learning environment isdefined by space, time, andresources. In it, students assumeincreasing levels of responsibilityfor their own learning. Studentsare expected to reach beyond thephysical walls to link to otherlearning environments, in order tosee themselves as members of abroader learning community.

PrinciplesUnderlyingArts Education

• Arts education is a fundamentalcomponent of a balancededucational program for allstudents.

• Arts education serves theeducational goals of society byfostering the growth ofcreativity, the production ofculture, and the advancement ofknowledge and understandingof the world and ourselves. Artseducation programs take intoconsideration and reflect valuesand concerns of society such ashuman rights, democraticprinciples, cultural identity,cultural integrity, peaceful co-existence, preservation of theenvironment, and the well-beingof all individuals.

• Arts education, as an integralpart of general education, is theresponsibility of society andinvolves the community toachieve its goals.

• Arts education programs strivefor excellence, equity, andrelevance. The achievement of


Balance, Coherence, andConnectedness

Learning in the arts focusses on thedevelopment of technical, creative,and aesthetic skills andunderstandings that enablestudents to create, perform,present, and respond to their ownand others’ work.

Balance must be maintainedbetween learning in the arts andlearning through the arts. Artseducators play a key role instriking that balance.

Students must be provided abalance between the creation ofand reflection about their own artwork and the study andappreciation of the works ofothers. Creative and criticalthinking combined withthoughtful reflection enableslearners to make connections toprior learning. When learners seethe relevancy and authenticity oftheir learning experiences, theyvalue the experiences even more.

Successful linking of the arts withother curriculum areas dependsupon the knowledge of bothteachers and students. Learningthrough the arts requires learningin the arts. When arts learningexperiences are planned, it isimportant that activities beprovided that develop knowledge,skills, and attitudes appropriate toarts disciplines.

Connections must be made acrossthe arts disciplines as well as withother subject areas in thecurriculum. Students need to seeconnections between what they arelearning in school and what theyare learning in the world outside ofschool, between current tasks andprevious knowledge, skills, andexperiences. In a connected,sequential arts program, studentsbecome aware that expertise andknowledge from many sources anddisciplines contribute to solvingproblems and to living successfullyin society.

Connections across disciplinesmust be authentic, natural, andlinked directly to the outcomes forall disciplines involved.

The Learning Process

While creating, making,presenting, and responding in thearts, students are expected toengage in a number of distinct butrelated processes. These includeopportunities to

• explore and investigate ideasthrough experimentation withnew materials, movements,colours, sounds, forms, andtechniques

• draw upon ideas, perceptions,and responses as the source forcreative works

• present art works to an audiencewith sensitivity to the intentionof the artist and the ways inwhich the works can beinterpreted

• articulate expressive responses toart works with awareness of theartistic style and aestheticqualities of the works

• evaluate and make informedjudgments about their own artproducts and the works ofothers

• learn about cultural sectors

Process and Product

Within the arts there are twodistinct types of activity—processand product. In creating works ofart, students are challenged tounderstand their work in relationto others, build on strengths, andconsider new directions.Opportunities for reflection andself-assessment allow students timeto examine the many steps of theprocess, and consider the choicesand decisions they have made inthe creation of their work. In thisway, process is afforded equal, ifnot more, importance thanproduct. Learning experiences inthe arts disciplines must recognizethat• the creative process does not

always result in a final product• changes in understanding and

direction can occur throughoutthe creative process

• students need opportunities todiscuss and reflect upon theirwork

• making connections betweentheir own work and othercultural forms around them is avital part of the process


Informed Teaching

Effective teaching practice isgrounded in sound theory aboutteaching and learning. Researchhas, in recent years, significantlyincreased what we know abouthow learning occurs. This researchprovides key information forcurriculum development anddelivery in the arts disciplines.Research indicates that there aremany ways of processinginformation, many ways ofknowing, understanding, andmaking sense of our environment.

The notion of “apprenticeship” indescribing the teaching anddelivery of an arts curriculum is anapproach to teaching and learningthat recognizes the importance ofthe process, as well as the product,of learning. It views the teacher’srole as critical—a role of facilitator,guide, and nurturer of the learningprocess.

Recent developments in brain-based research and cognitivelearning theories also provideimportant references for teachingin the arts.

Resource-based Learning

Arts education provides studentswith a diverse range of experiences,in order to address individualdifferences and to provide afoundation for life-long learning.In order to achieve these goals,access to many different learningresources is necessary. Theseinclude print materials, aural andvisual stimulation materials, andmaterials relevant to each of thearts disciplines. These resources arefound within the school, as well aswithin the larger community.

Artists in Schools

Members of the arts communitycan provide a valuable enrichmentfor arts education. Such projects asvisiting artists programs, artpresentations, and participatoryworkshops, held in the school andin the community, also heightenthe awareness of the important rolethe arts play in community life. Itis important that participatingartists be valued and recognized asprofessionals. It is also importantto affirm that the artists who workwith schools in such programs donot replace qualified teachers, butwork with them to enhancestudent learning.

Interactive Learning

Interactive learning is a process ofadvancing knowledge andunderstanding through dialogue.This can occur with individuals,with groups of learners workingtogether, with learners engagedwith someone or something else,and with groups of learnersinteracting with external persons.

Arts education curricula mustconsider the impact of new mediaon interactive learning. Forexample, web-based learningenvironments, self-directedtutorials, and interactivemultimedia simulations and gamesall have potential application inarts learning environments.

Physical LearningEnvironments

In order to realize the outcomes ofan arts curriculum and provide anappropriate learning environment,consideration must be given to thedesign and configuration of thephysical space in which learning isexpected to occur. Guidelines forfacilities that can accommodate theinstructional and learning needs ofarts programs will be developed infuture curriculum documents.


The Creative Process

All children have the ability to becreative. Education in the artsbuilds upon this capacity anddeepens their abilities for artisticexpression. Making art responds tothose subtle inner processes whichdwell on feelings, emotions,thoughts, and ideas. Inspirationand innovative thinking springfrom these sources, and provide uswith new answers and solutions.The creation and presentation ofart works provides opportunitiesfor the individual to communicatethose creative thoughts asmetaphor and symbol.

The creative person engages inassimilation and integration of newthinking with existing knowledge.Sometimes the process is moreabout asking the right questionsthan it is about finding the rightanswer. It is both spontaneous anddeliberate, a paradox that leads tothe arrival of something new.

Creativity does not occur in avacuum. Art making is a processbuilt on creativity and skill, and iscultivated through setting theconditions that encourage andpromote its development. Thereare no rules or guidelines to definesuch an environment.

Openness of Thinkingand Doing

Creative thinking requires anopenness to new ideas andencouragement to step outsideexisting mind sets. New solutions

are often not found until the oldsolutions are set aside.

An environment that fosters open-ended experimentation lends itselfto innovative applications ofexisting materials and media.Students are encouraged to seekout new and different methods andmaterials.

Stimulating Surroundings

A stimulating learningenvironment is an ideal space tounleash a student’s creativepotential. An environment thatprovides interesting andchallenging places for the senses,mind, and body to rest and reflect,and that presents many differentpieces of information, is one thatstimulates creative thinking.

Exploration of Ideas

When students are encouraged togenerate new ideas, they arechallenged to think beyond ideasand knowledge they havepreviously encountered. No ideashould be rejected until studentshave explored its possibilities andmade a decision as to its worth.Risk taking is an integral aspect ofcreating.

Opportunities to Express andDo

Ideas resulting from original anddivergent thinking need meansthrough which they can be tested.Whether the student is exploringhow someone else arrived at asolution, or is attempting to see acause and effect relationship in a

particular process or technique,there must be the opportunity toattempt, express, and do.

Access to Technologies ofProduction

Arts programs are built uponaccess to diverse technologies. Inorder to try out new ideas andcreative solutions, students needaccess to appropriate technologies.An idea may work in one mediumbut fail in another. This can onlybe determined throughapplication, and application canonly occur with the availability oftools and processes.

Application/Assessment/Reflection

Inherent in the testing of any ideais a process of trying it out,evaluating its effectiveness, andreflecting on its appropriateness.This is the dialogue of making art.Once the process has begun, theartist is continuously assessingwhat is happening, makingadjustments, and changing toaccommodate the new directions.All students are expected to carryout this process.

Once an idea has been expressed inan art work, it can be perceivedand responded to by an audience.Feedback from peers, teachers, andothers becomes a valuable part ofself-assessment for the learner,providing opportunity to revise,rework, abandon, or complete thepiece.

The art-making process parallels themany models of creative thinking


that have been put forward over theyears. This is not a coincidencesince the very essence of art is aprocess of examining the worldusing many ways of perceiving andknowing. It is a process built uponcreativity.

Equity and Diversity

The society of Atlantic Canada,like all of Canada, is linguistically,racially, culturally, and sociallydiverse. Our society includesdifferences in race, ethnicity,gender, ability, values, lifestyles,and languages. Schools shouldfoster the understanding of suchdiversity. The Foundation for theAtlantic Canada Arts EducationCurriculum is designed to meet theneeds, values, experiences, andinterests of all students.

In a learning communitycharacterized by mutual trust,acceptance, and respect, studentdiversity is both recognized andvalued. All students are entitled tohave their personal experiences andtheir racial and ethnoculturalheritage valued within anenvironment that upholds therights of each student and requiresstudents to respect the rights ofothers. Teachers have a critical rolein creating a supportive learningenvironment that reflects theparticular needs of all students.Educators should ensure thatclassroom practices and resources

positively and accurately reflectdiverse perspectives and rejectprejudice attitudes anddiscriminatory behaviours.

To contribute to the achievementof equity and quality in education,curriculum must• reflect students’ abilities, needs,

interests, and learning styles• expect that all students will be

successful regardless of gender,racial and ethnoculturalbackground, socio-economicstatus, lifestyle, or ability

• enable students to valueindividual variation amongmembers of their classroomcommunity

To enhance students’ ability toappreciate diversity,instructional practices need to

• foster a learning environmentwhich is free from bias andunfair practices

• promote opportunities todevelop positive self-images thatwill enable students totranscend stereotypes anddevelop as individuals

• promote communication andunderstanding among thosewho differ in attitude,knowledge, points of view, anddialect, as well as among thosewho are similar

• encourage and enable studentsto question their ownassumptions, and imagine,understand, and appreciaterealities other than their own

• promote the equitable sharing ofresources, including teacherattention and support

• encourage students to examineand critique materials,resources, and experiences forbias and prejudice

• examine historical and currentequity and bias issues

• promote opportunities in non-traditional careers andoccupations

• encourage students to challengeprejudice and discrimination

The Atlantic provinces, throughthe APEF and their departments ofEducation, are committed to usingaccepted equity principles andpractices in approving newcurricula and resources.

Drama, music, and visual artspromote a commitment to equityby valuing, appreciating, andaccepting the diverse multiculturaland multiracial nature of society, aswell as by fostering awareness andcritical analysis of individual andsystemic discrimination. Artseducation encourages students toquestion their own assumptions,and imagine, understand, andappreciate realities other than theirown.


Roles Within ArtsEducation

In order to enable and encouragelearners to engage in the processesof the arts throughout their lives,all partners must assumeresponsibility for fulfilling theirroles in arts education. In addition,partners must work collaboratively,in a climate of mutual respect andinterdependence.

The Community

Learning in the arts is a processthat begins naturally andinformally with parents, otheradults, and peers, and continuesbeyond the school after formaleducation starts. The widercommunity offers opportunitiesthat allow students to constructmeaning, communicate in publiccontexts, and access a wealth ofknowledge. Arts classroomsenhance student learning bymaking connections to artslearning experiences in thecommunity.

The school and community mustwork together to enhance studentlearning by• creating opportunities for

students to participate in thearts and cultural life of thecommunity

• creating a variety ofopportunities for thecommunity to participate in theschools

• valuing and supporting theunique roles that both teachersand artists have in artseducation

• encouraging arts projects,workshops, and performances,as well as being audiences forthem

• sharing and exchangingresources

• providing facilities for publicperformances, exhibitions, anddemonstrations

The Education System

The education system generallyincludes departments of education,universities and communitycolleges, school boards/districts,schools, and school councils/parentadvisory committees. Theseorganizations and institutions,collectively and individually, havevarious responsibilities andleadership functions that affect artslearning and teaching. Theseinclude decisions about• the allocation of personnel,

time, and resources to ensurethat all students have maximumopportunity to learn throughengagement in balanced,sequential arts programs, inpreparation for lifelonginvolvement with the arts

• the professional growth ofteachers, administrators, andcurriculum personnel at school,district, and department levelsin support of arts curricula

• ways to ensure all levels of artsprograms are anti-discriminatory and reflectcommitment to redress

educational inequities based onsocio-economic status, race,gender, lifestyle, ability, orgeography

• facilities and equipment thatensure a safe and healthylearning environment

Parents

Parents and other caregivers areimportant partners in educationand have valuable contributions tomake to arts programs. Parents can• demonstrate that they value the

arts as important to educationand to life

• celebrate their children’sparticipation in the arts

• assist their children to pursueinterests in the arts andparticipate in communityactivities

• talk with their children aboutarts experiences

• communicate regularly with thearts teachers/school

• share expertise, information,and resources with theirchildren’s teachers/school

• volunteer in their children’sschool

School-basedAdministrators

Principals and other schooladministrators have theresponsibility to support learningand teaching in the arts by• working with teachers to ensure

that learning experiences,instructional techniques,assessment strategies, thelearning environment, and the


use of resources are consistentwith those described in thisdocument

• working with arts teachers toensure that there is adequatetime, and a variety of resourcesand experiences available, tomeet the learners’ needs

• working with others to ensurethat arts teachers haveappropriate training andsupport, and ongoingopportunities for professionalgrowth

• working collaboratively withteachers to plan, facilitate, andsupport arts experiences andrelated events

• demonstrating personal supportand participation in artsactivities in the schoolcommunity

Students

As they grow as learners, studentsneed to take increasingresponsibility and ownership fortheir own arts education by• exploring and experiencing

various activities in the artsdisciplines

• being flexible and open to newideas and risk taking

• developing self-discipline thatencourages growth in the arts

• accepting responsibility as “teamplayers” when workingcollaboratively

• making constructive decisionsabout organizing their time forarts experiences

• selecting from a range ofmaterials and informationresources to support theirlearning

• exploring areas of individualinterest and independentlearning

• selecting media and activitiesthat demonstrate their learning

• identifying, expressing, andproblem solving those issuesand questions that arise fromthe learning process

• reflecting on and assessing theirown learning

Teachers

Teachers demonstrateresponsibilities as decision-makers,learners, and facilitators by• structuring and organizing

learning experiences that arebased on current curriculumguidelines

• utilizing a wide range ofteaching strategies

• providing knowledgeableguidance and support in artsactivities

• ensuring student access to arange of learning resources andmedia

• ensuring that students have awide range of learningopportunities which integrateand develop arts processes

• monitoring, assessing,evaluating, and reportingstudent learning

• providing appropriate modellingby demonstrating theimportance of the arts in theirown lives

• designing learning experiencesthat reflect students’motivations, interests, abilities,and learning styles

• reflecting upon their ownlearning needs and seekingopportunities for professionalgrowth

Assessing andEvaluating StudentLearning

Assessment is the systematicprocess of gathering information onstudent learning

Evaluation is the process ofanalysing, reflecting upon, andsummarizing assessmentinformation, and makingjudgments or decisions based uponthe information gathered.

Assessment and evaluation areessential components of teachingand learning in arts education.Without effective assessment andevaluation, it is impossible to knowwhether students have learned,whether teaching has been effective,or how best to address studentlearning needs. The quality of theassessment and evaluation in theeducational process has a profoundand well-established link to student


performance. Research consistentlyshows that regular monitoring andfeedback are essential to improvingstudent learning. What is assessedand evaluated, how it is assessedand evaluated, and how results arecommunicated send clear messagesto students and others about whatis really valued—what is worthlearning, how it should be learned,what elements of quality areconsidered most important, andhow well students are expected toperform.

Teacher-developed assessments andevaluations have a wide variety ofuses, such as• providing feedback to improve

student learning• determining if curriculum

outcomes have been achieved• certifying that students have

achieved certain levels ofperformance

• setting goals for future studentlearning

• communicating with parentsabout their children’s learning

• providing information toteachers on the effectiveness oftheir teaching, the program, andthe learning environment

• meeting the needs of guidanceand administration personnel

Assessment

To determine how well students arelearning, assessment strategies haveto be designed to systematicallygather information on theachievement of the curriculumoutcomes. In planning assessments,teachers should use a broad range ofstrategies in an appropriate balance

to give students multipleopportunities to demonstrate theirknowledge, skills, and attitudes.Many types of assessment strategiescan be used to gather suchinformation, including, but notlimited to,• formal and informal observations• work samples• anecdotal records• conferences• teacher-made and other tests• portfolios• learning journals• questioning• performance assessment• peer- and self-assessment

Evaluation

Evaluation involves teachers andothers in analysing and reflectingupon information about studentlearning gathered in a variety ofways. This process requires• developing clear criteria and

guidelines for assigning marks orgrades to student work

• synthesizing information frommultiple sources

• using a high level of professionaljudgment in making decisionsbased upon that information

Reporting

Reporting on student learningshould focus on the extent towhich students have achieved thecurriculum outcomes. Reporting

involves communicating thesummary and interpretation ofinformation about student learningto various audiences who require it.Teachers have a specialresponsibility to explain accuratelywhat progress students have madein their learning and to respond toparent and student inquiries aboutlearning.

Narrative reports on progress andachievement can provideinformation on student learningwhich letter or number grades alonecannot. Such reports might, forexample, suggest ways in whichstudents can improve theirlearning, and identify ways inwhich teachers and parents can bestprovide support.

Effective communication withparents regarding their children’sprogress is essential in fosteringsuccessful home-schoolpartnerships. The report card is onemeans of reporting individualstudent progress. Other meansinclude the use of conferences,notes, and phone calls.

Guiding Principles

In order to provide accurate, usefulinformation about the achievementand instructional needs ofstudents, certain guiding principlesfor the development,administration, and use ofassessments must be followed.Principles for Fair StudentAssessment Practices for Education inCanada (1993) articulates five basicassessment principles as follows:


• Assessment strategies should beappropriate for and compatiblewith the purpose and context ofthe assessment.

• Students should be providedwith sufficient opportunity todemonstrate the knowledge,skills, attitudes, or behavioursbeing assessed.

• Procedures for judging orscoring student performanceshould be appropriate for theassessment strategy used and beconsistently applied andmonitored.

• Procedures for summarizing andinterpreting assessment resultsshould yield accurate andinformative representations of astudent’s performance inrelation to the curriculumoutcomes for the reportingperiod.

• Assessment reports should beclear, accurate, and of practicalvalue to the audience for whomthey are intended.

These principles highlight the needfor assessment which ensures that• the best interests of the student

are paramount• assessment informs teaching and

promotes learning• assessment is an integral and

ongoing part of the learningprocess and is clearly related tothe curriculum outcomes

• assessment is fair and equitableto all students and involvesmultiple sources of information

While assessments may be used fordifferent purposes and audiences,all assessments must give eachstudent optimal opportunity todemonstrate what he/she knowsand can do.

Assessing Student Learningin the Arts EducationClassroom

Drama, music, and the visual artseach have unique characteristics andones that are shared. Traditionally,each art form has been viewedexclusively as separate and distinct.This approach has led to writingresearch and terminology that isapplicable to only one subject. Thefocus of this document is not onlyon identifying the essence ofindividual subjects but ondescribing the characteristicscommon to the arts disciplines.

In addition, there is a balancebetween students’ creative workand their understanding of andresponse to the work of otherswithin each discipline. Thisframework emphasizes thateffective assessment must reflectthe totality of the curriculumoutcomes and the organizingstrands.

One method of arts educationdelivery requires that arts teacherswork with hundreds of students inany one year. When this is the case,assessment strategies must be bothrealistic for the teacher and validfor the learner. Thoughtfulplanning is required in order thatevaluation of individual student

learning encompasses the range oflearning outcomes, in the artsdisciplines.

Using a Variety ofAssessment Strategies

Assessment should reflect the fullrange of student learning in the artsand involve the use of a variety ofinformation gathering strategiesthat allow teachers to addressstudents’ diverse backgrounds,learning styles, and needs, andallow students a variety ofopportunities to demonstrate theirlearning.

The variety of assessment strategiesshould• enable teachers to assess and

describe student achievementacross the curriculum

• provide information about howstudents learn, as well as whatthey learn

• take into consideration students’abilities both to learn and toapply their learning

• enable teachers to observeoverall performance

• provide multiple indicators ofstudent performance

• reflect curriculum balance andemphasis

• reflect that experimentation,risk taking, and creativity arevalued

• enable students to discover theirown interests, strengths, andweaknesses

• engage students in assessing,reflecting upon, and improvingtheir own learning


• encourage students to takeresponsibility for their owngrowth

• engage students in assessing theirown and others’ skills in co-operative and collaborativeprojects

• allow for description of students’progress in terms of increasedcontrol, depth of understanding,and ability to workindependently

External Assessment

Administration of externallyprepared assessments is on a largescale in comparison to classroomassessments, and often involveshundreds, sometimes thousands ofstudents, allowing for use of resultsat the provincial, district and/orschool levels. Depending on thecomprehensiveness of theassessment, information can beused for all of the same purposes asclassroom-based assessment, but itcan also serve additionaladministrative and accountabilitypurposes, such as for admissions,placement, student certification,educational diagnosis, andprogram evaluation. Externalassessments offer commonstandards for assessment and foradministration, scoring, andreporting that allow forcomparison of results over time.

As part of the regional agenda,development of externalassessments in specific curricularareas is being undertaken.

Generally, external assessmentincludes assessments prepared bydepartments of education, nationaland international assessmentgroups, publishers, and researchgroups. Each provincialdepartment of education makesdecisions on whether or not toadminister external assessments.

Program and SystemEvaluation

The results from both external andinternal assessments of studentachievement can be used to varyingdegrees for program and systemevaluation. External assessmentresults, however, are morecomparable across various groupsand are therefore more commonlythe basis for these types ofevaluations.

In essence, the main differencebetween student evaluation andprogram and system evaluation isin how the results are used. Inprogram evaluation, marks orscores for individual students arenot the primary focus of theassessment—it is the effectivenessof the program that is evaluated,and the results are used to show theextent to which the manyoutcomes of the program areachieved.

When results are used for systemevaluation, the focus is on how thevarious levels and groups withinthe system, such as classrooms,schools, districts, and so on, are

achieving the intended outcomes.In many ways, student andprogram evaluation are very muchthe same in that both emphasizeobtaining student informationconcerning their conceptualunderstanding, their ability to useknowledge and reason to solveproblems, and their ability tocommunicate effectively.


ResourcesIntroduction

This document envisages a networkof material and human resourcesextending throughout the school,into the community, and beyond tothe province, the nation, and theworld. These resources areaccessible through information andcommunication technologies. Nosingle resource can providesufficient material to nurture thedevelopment of any one learner orgroup of learners for any extendedperiod of time. The range ofresources must• reflect the diversity of the

learners interests, needs,abilities, and experiences

• support the achievement of thecurriculum outcomes

• be available to all learners• include appropriate materials,

equipment, and technology

Through the many resources of acomprehensive arts program, thestudent gains the skills andconfidence necessary to bringlearning alive not only in the artsbut in all curricula.

Criteria for SelectingResources

While not all resources will meet allthe selection criteria, the range ofresources used at any given levelshould be balanced to reflect the

following guidelines. Resourcesshould

• elicit personal, thoughtful,creative, and critical responses

• offer a variety of motivating andchallenging experiences thatvalue and reflect the diversity oflearners’ interests, needs, andabilities

• broaden students’understanding of social,historical, geographical, andcultural diversity

• develop a sensitivity to and anunderstanding of individualdifferences

The Range of HumanResources

The most important humanresource for the student is theteacher who brings to the artsdiscipline skills, abilities, andinterests that play significant rolesin shaping the learningenvironment. A learningenvironment that allows studentsto explore possibilities and takerisks to solve problems is crucialfor the effective delivery of acurriculum in the arts. The teachershould, by example, demonstrate akeen interest in the arts and be ableto apply practical knowledge in atleast one arts form.

As a supplement to their classroomlearning, students should haveaccess to artists within thecommunity. This can be achievedthrough• visiting artist programs• artist-in-residence programs• music and drama presentations

by community artists• visual arts exhibits by

community artists

Adding community resources oftenmoves the arts “classroom” beyondthe confines of the school buildingto locations within the community,resulting in program enhancementand a heightened awareness of theimportant role the arts play incommunity life.

Community resources include• gallery visits, live theatre, and

concerts• participation in workshops in

and out of school• community facilities which may

be used as part of an art programin schools

• members of arts organizationsand people with arts relatedinterests


The Range of MaterialResources

Classrooms for drama, music, andvisual arts, as well as schoolresource centres/libraries, need awide array of learning resources forstudent and teacher choice and use.Such variety is essential forindividualized and small-grouplearning at all grade levels. Therange of available resources shouldpermit the flexibility and choicenecessitated by the range ofinstructional needs of students.

Appropriate resources include thefollowing:• multimedia materials, including

film, video, software, soundrecordings, CD ROM, digitalsound, animation, image files,and Internet access

• texts at different levels ofdifficulty, of different genres,and from different cultural andsocial perspectives

• materials that reflect the Atlanticregion

• texts for each arts discipline• materials such as books,

magazines, brochures, posters,and prints, sheet music,reproductions, originalartworks, motivational andstudy materials, includingobjects, study prints, scripts,artifacts, charts, illustrations,and posters

• books, videos, and journals forthe professional growth ofteachers

• materials that promote hands-oncreative/productive learning experiences

• performance materials, includingprops, costumes, instruments,rostra blocks, risers, and musicstands

• a range of production tools andprocesses such as cameras,printing press, lightingequipment, computers, soundequipment, musicalinstruments, visual art-makingtools, and recording devices


Spiritual and MoralDevelopmentGraduates will be able todemonstrate understandingand appreciation for theplace of belief systems inshaping the development ofmoral values and ethicalconduct.

Annotation The section entitled The Atlantic Canada Essential Graduation Learnings(EGL) is the Generic standard for all APEF documents. The EssentialGraduation Learnings for the Province of Newfoundland and Labradorinclude a seventh EGL toward Spiritual and Moral Development.

Spiritual and Moral Development

Graduates will be able to demonstrate understanding and appreciationfor the place of belief systems in shaping the development of moralvalues and ethical conduct.

For example, students will be expected to:

demonstrate a respect for minority communities (K-12) Social Studies)

building a sense of personal responsibility for their individual and socialuse of technology (K-12 Technology Education)

demonstrate an understanding of and sensitivity to cultural bias whencreating and studying in the arts. (K-12 Arts Education)


THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS 1

The Atlantic CanadaEssential Graduation Learnings

EssentialGraduation

Learnings

EGL

THE ATLANTIC CANADA ESSENTIAL GRADUATION LEARNINGS2


Purpose

Background

This document has been designed to illustrate the relationship betweenthe Atlantic Canada essential graduation learnings and theregionally-developed public school curriculum in the four provinces.

The Atlantic provinces departments of education and their partnershave been collaborating on the development of curriculum since 1995.This collaboration has resulted in the production of high quality andtimely materials, shared expertise and resources, strengthenedprofessional contacts and networks, and consolidated purchasingpower.

The common curriculum development process began with theidentification and validation of statements of essential graduationlearnings for all schools in Atlantic Canada.

The essential graduation learnings statements offer students clear goalsand a powerful rationale for students’ school work. Essentialgraduation learnings statements were developed from the missionstatements of the four Atlantic provinces to provide a vision for thedevelopment of a relevant curriculum for students from school entry tograde 12. They help ensure that the provincial mission statements aremet by design and intention.

New Brunswick… to have each student develop the attitudes needed to be a lifelonglearner, to achieve personal fulfillment, and to contribute to aproductive, just and democratic society.

Newfoundland and Labrador… to enable and encourage every individual to acquire, throughlifelong learning, the knowledge, skills and values necessary for personalgrowth and the development of society.

Nova Scotia… to provide excellence in education and training for personalfulfillment and for a productive, prosperous society.

Prince Edward Island… to provide for the development of children so that each may take ameaningful place in society.

MissionStatements


Essential graduation learnings are statements describing theknowledge, skills, and attitudes expected of all students graduatingfrom high school. Achievement of the essential graduation learningswill prepare students to continue to learn throughout their lives.These learnings describe expectations not in terms of individualschool subjects but in terms of the knowledge, skills, and attitudesdeveloped throughout the curriculum. They confirm that studentsneed to make connections and develop abilities across subjectboundaries. They also prepare students to be ready to meet thecurrent and emerging opportunities, responsibilities, and demandsof life after graduation. Provinces may add essential graduationlearnings statements as required. The essential graduation learningsare as follows:

Aesthetic ExpressionGraduates will be able to respond with critical awareness to variousforms of the arts and be able to express themselves through the arts.

CitizenshipGraduates will be able to assess social, cultural, economic, andenvironmental interdependence in a local and global context.

CommunicationGraduates will be able to use the listening, viewing, speaking, reading,and writing modes of language(s) as well as mathematical and scientificconcepts and symbols to think, learn, and communicate effectively.

Personal DevelopmentGraduates will be able to continue to learn and to pursue an active,healthy lifestyle.

Problem SolvingGraduates will be able to use the strategies and processes needed tosolve a wide variety of problems, including those requiring language,mathematical, and scientific concepts.

Technological CompetenceGraduates will be able to use a variety of technologies, demonstrate anunderstanding of technological applications, and apply appropriatetechnologies for solving problems.

EssentialGraduationLearnings


For each curriculum area the process is the same, starting with thedevelopment of a foundation document. Foundation documentsdescribe general and key-stage curriculum outcomes for a particularsubject area. They also describe exemplary learning environments andact as the basis for grade-level specific curriculum development.

Foundation documents are now available for arts education, Englishlanguage arts, French immersion, core French (orientation document),mathematics, science, social studies, and technology education. Theoutcomes on the following pages illustrate how key-stage curriculumoutcomes, taken as examples from current foundation documents, relateto the essential graduation learnings. The outcomes of provincialsubject areas also contribute to the achievement of the essentialgraduation learnings.

After general and key-stage curriculum outcomes are developed andvalidated, curriculum for each grade may be developed.

CurriculumDevelopmentFramework

Specific Curriculum Outcomes

Statements that identify what students are expected to know andbe able to do at a particular grade level.

Key-stage Curriculum Outcomes

Statements that identify what students are expected to knowand be able to do by the end of grades 3, 6, 9, and 12.


Statements that identify what students are expected to knowand be able to do upon completion of study in a subject area.

Vision

A vision statement for each subject area

Essential Graduation Learnings

aesthetic expression personal development

citizenship problem solving

communication technological competence


Aesthetic ExpressionGraduates will be able torespond with criticalawareness to various formsof the arts and be able toexpress themselves throughthe arts.

Essential Graduation Learnings and Curricululm Outcomes


use patterns to solve problems (grade 3 mathematics)

describe how culture is preserved, modified, and transmitted (grade6 social studies)

demonstrate awareness of the power of spoken language to influenceand manipulate, and to reveal ideas, values, and attitudes (grade 9English language arts)

interpret and represent a range of thoughts, images, and feelings usingand responding to non-verbal gestures (grade 12 music)

CitizenshipGraduates will be able toassess social, cultural,economic, andenvironmentalinterdependence in a localand global context.


demonstrate an awareness of visual images and their daily effects onpeople (grade 3 visual arts)

account for effects of cultural diversity on technological solutions(grade 9 technology education)

evaluate social issues related to the applications and limitations ofscience and technology, and explain decisions in terms of advantagesand disadvantages for sustainability, considering a variety ofperspectives (grade 12 science)

recognize and explain the interdependent nature of relationships amongindividuals, societies, and the environment (grade 6 social studies)

CommunicationGraduates will be able to usethe listening, viewing,speaking, reading, and writingmodes of language(s) as wellas mathematical and scientificconcepts and symbols tothink, learn, andcommunicate effectively.


describe, extend, and create a wide variety of patterns and relationshipsto model and solve problems involving real-world situations (grade 6mathematics)

communicate questions, ideas, intentions, plans, and results using lists,notes in point form, sentences, data tables, graphs, drawing, orallanguage, and other means (grade 9 science)

experiment with sound sources to communicate moods and feelings(grade 3 music)

articulate and justify a personal vision of a sustainable future (grade 12social studies)


Sample Outcomes(from Foundation Documents)


Personal DevelopmentGraduates will be able tocontinue to learn and topursue an active, healthylifestyle.


demonstrate increasing awareness of healthy and safe practices whenengaging in technological activity (grade 6 technology education)

access, select, and research, in systematic ways, specific information tomeet personal and individual learning needs (grade 12 English languagearts)

show interest in and curiosity about objects and events within theimmediate environment (grade 3 science)

through their own art, develop concepts and imagery based on personalideas and experience (grade 9 visual arts)

Problem SolvingGraduates will be able to usethe strategies and processesneeded to solve a widevariety of problems,including those requiringlanguage, mathematical,and scientific concepts.


analyse and evaluate historical and contemporary developments in orderto make informed, creative decisions about issues (grade 9 social studies)

ask discriminating questions to acquire, interpret, analyse, and evaluateideas and information (grade 12 English language arts)

conduct design studies to identify a technological solution to a problem(grade 6 technology education)

examine a range of possible solutions to problems encountered in theirdrama work, and reflect on their decisions (grade 9 drama)

TechnologicalCompetenceGraduates will be able to usea variety of technologies,demonstrate anunderstanding oftechnological applications,and apply appropriatetechnologies for solvingproblems.


create written and media texts using a variety of forms (grade 3 Englishlanguage arts)

use maps, globes, pictures, models, and other technologies to representand describe physical and human systems (grade 6 social studies)

operate, monitor, and adjust a representative range of technologicalsystems (grade 9 technology education)

appreciate that the applications of science and technology can raiseethical dilemmas (grade 12 science)


Sample Outcomes(from Foundation Documents)
