The Ontario Curriculum, Grades 1-8: The Arts, 2009 (revised)

2009

The Ontario Curriculum Grades 1-8

The Arts

REVISED

CONTENTS

INTRODUCTION

3

The Importance of the Arts in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Approaches to Education in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Roles and Responsibilities in Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Attitudes in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

THE PROGRAM IN THE ARTS

11

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Strands in the Arts Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Fundamental Concepts in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

The Creative Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

The Critical Analysis Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT

29

Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

The Achievement Chart for the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN THE ARTS

36

Instructional Approaches and Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Cross-Curricular and Integrated Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Planning Arts Programs for Students With Special Education Needs . . . . . . . . . . . . 43

Program Considerations for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . 46

Environmental Education and the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Antidiscrimination Education in the Arts Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Literacy, Numeracy, and Inquiry in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Critical Thinking and Critical Literacy in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Multiple Literacies in the Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

The Role of the School Library in Arts Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

The Role of Information and Communications Technology in Arts Education . . . 56

Guidance in Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Health and Safety in Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Une publication ?quivalente est disponible en fran?ais sous le titre suivant : Le curriculum de l'Ontario, de la 1re ? la 8e ann?e ? ?ducation artistique, 2009.

This publication is available on the Ministry of Education's website, at .

OVERVIEW OF GRADES 1 TO 3

61

Grade 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Grade 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75

Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

OVERVIEW OF GRADES 4 TO 6

95

Grade 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Grade 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Grade 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

OVERVIEW OF GRADES 7 AND 8

131

Grade 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Grade 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

GLOSSARY

159

INTRODUCTION

This document replaces The Ontario Curriculum, Grades 1?8: The Arts, 1998. Beginning in September 2009, all arts programs for Grades 1 to 8 will be based on the expectations outlined in this document.

THE IMPORTANCE OF THE ARTS IN THE CURRICULUM

Since arts experiences offer other modes and ways of experiencing and learning, children will have opportunities to think and feel as they explore, problem solve, express, interpret, and evaluate the process and the results. To watch a child completely engaged in an arts experience is to recognize that the brain is on, driven by the aesthetic and emotional imperative to make meaning, to say something, to represent what matters.

The Arts Go to School, David Booth and Masayuki Hachiya, eds. (Markham, Ontario: Pembroke Publishers, 2004), p.15

Education in the arts is essential to students' intellectual, social, physical, and emotional growth and well-being. Experiences in the arts ? in dance, drama, music, and visual arts ? play a valuable role in helping students to achieve their potential as learners and to participate fully in their community and in society as a whole. The arts provide a natural vehicle through which students can explore and express themselves and through which they can discover and interpret the world around them. Participation in the arts contributes in important ways to students' lives and learning ? it involves intense engagement, development of motivation and confidence, and the use of creative and dynamic ways of thinking and knowing. It is well documented that the intellectual and emotional development of children is enhanced through study of the arts. Through the study of dance, drama, music, and visual arts, students develop the ability to think creatively and critically. The arts nourish and stimulate the imagination, and provide students with an expanded range of tools, techniques, and skills to help them gain insights into the world around them and to represent their understandings in various ways. Study of the arts also provides opportunities for differentiation of both instruction and learning environments.

Participation in the arts and learning about the arts can also broaden students' horizons in various ways. Through study of the arts, students learn about some of the diverse artistic practices, both traditional and contemporary, of a variety of cultures. They learn that they are part of a living and changing culture. They also learn to appreciate the similarities and differences among the various forms of artistic expression of people around the world. The arts offer students unique opportunities to engage in imaginative and innovative thought and action and to develop the ability to communicate and represent their thoughts, feelings, and ideas in numerous ways.

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